Inclusion of students with disability in higher education: a systematic review

Authors

  • Rosamaria Reo Pereira Universidade Federal do Pará
  • Simone Souza da Costa Silva Universidade Federal do Pará
  • Rosana Assef Faciola Universidade Federal do Pará
  • Fernando Augusto Ramos Pontes Universidade Federal do Pará
  • Maély Ferreira Holanda Ramos Universidade Federal do Pará

DOI:

https://doi.org/10.5902/1984686X19898

Keywords:

Higher education, Inclusive education, Student with disabilities.

Abstract

The present study aims to analyze the scientific production on the inclusion of students with disabilities in higher education. The methodology used was a systematic review of the literature on the database journals of CAPES, from 2003 to 2013. The research resulted in 22 articles. They were submitted to technical analysis and data visualization with graphs. Among the variables analyzed, aspects such as accessibility, virtual technology, teacher training, educational reform, among others were mentioned. The results guide the development of inclusive practices that strengthen the services provided to students with disabilities in higher education institutions.

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Author Biographies

Simone Souza da Costa Silva, Universidade Federal do Pará

Docente do Programa da Pós-graduação em Teoria e Pesquisa do Comportamento da Universidade Federal do Pará

Rosana Assef Faciola, Universidade Federal do Pará

Docente do Curso de Graduação da Faculdade de Letras Estrangeiras Modernas da Universidade Federal do Para

Fernando Augusto Ramos Pontes, Universidade Federal do Pará

Docente do Programa da Pós-graduação em Teoria e Pesquisa do Comportamento da Universidade Federal do Pará

Maély Ferreira Holanda Ramos, Universidade Federal do Pará

Docente do Programa de Pós-graduação em Educação da Universidade Federal do Pará

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Published

2016-03-02

How to Cite

Pereira, R. R., da Costa Silva, S. S., Faciola, R. A., Pontes, F. A. R., & Holanda Ramos, M. F. (2016). Inclusion of students with disability in higher education: a systematic review. Special Education Magazine, 1(1), 147–160. https://doi.org/10.5902/1984686X19898

Issue

Revista Educação Especial, v. 29, n. 54, jan./abr. 2016

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).