Experiences of students diagnosed with autism at a Brazilian university

Authors

DOI:

https://doi.org/10.5902/1984686X88589

Keywords:

Autism, University education, Higher Education

Abstract

In recent years, there has been a modest increase in the number of autistic students enrolled in higher education. This is a challenging structure for these individuals, who have different ways of dealing with change, communicating, and interacting. This study, conducted at a Brazilian university, aimed to understand the reasonable adjustments that contribute to their success in higher education. The research, based on Norbert Elias' theoretical and methodological assumptions, investigated the challenges faced by 19 autistic students. The results indicate that most students were diagnosed in adulthood, which generates conflicting feelings of acceptance and identification with the condition of being a student with autism. Knowing that they are autistic has implications for their ways of participating in university life, prompting them to seek support that improves their relationships with professors and classmates. They experience a feeling of relief and self-acceptance of their condition, while at the same time, they fear being stigmatized as incapable. Due to stigmas, stereotypes and prejudices about autism, these students were reluctant to reveal their diagnosis, even though this was a prerequisite for accessing the support and support needed in the structure and organization of higher education. The students made some suggestions and criticisms regarding the support they received, highlighting the need for continuous improvement in the support system. Finally, we highlighted the need for research focused on women with autism.

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Author Biographies

Adriana da Costa Barbosa, Universidade Federal do Espírito Santo

Professor of Basic, Technical and Technological Education of the Ifes Campus Viana. Graduated in Computer Science (FAESA, 2006), Mathematics (UFES, 2010) and Pedagogy (UFES, 2018), Master in Computer Science (UFES, 2009) for the Post-Graduation Program in Computer Science (PPGI/UFES). She acted as coordinator of the Technical Course in Logistics of the Ifes Campus Viana from 12/09/2016 to 12/19/2018. She is Coordinator of the Núcleo de Atendimento às Pessoas con Necessidades Peciais (NAPNE) of Campus Viana. She participates in two research groups: Policies, Management and School Inclusion: contexts and social processes (UFES) and Mathematical Education and Professional Education (EMEP). She is interested in the following topics: Special Education, Inclusive Education, School Management, Computer Science in Education, Mathematical Education and Professional Education.

Reginaldo Célio Sobrinho, Universidade Federal do Espírito Santo

Associate Professor in the Department of "Political Education and Society". Director of the Education Center - Federal University of Espírito Santo. (2020-2024). Permanent professor of the Postgraduate Program in Education - PPGE / UFES, research line "Special Education and inclusive processes". Leader of the research group "Policies, Management, and School Inclusion: contexts and social processes" (CNPQ). Member of the Center for Teaching, Research and Extension in Special Education (NEESP). Graduated in Pedagogy with a specialization in Special Education (UFES, 1998), Master in Education (2004) and Doctor in Education (2009) from the Postgraduate Program in Education (PPGE / UFES). Post-Doctorate in Education from the Federal University of Grande Dourados / MS (UFGD). He was a teacher in the early years of Elementary School from 1990 to 2010. He worked as a Higher Education teacher in Private Institutions from 2004 to 2010/01. He was the General Coordinator of the XVI INTERNATIONAL SYMPOSIUM ON CIVILIZING PROCESSES (SIPCs) Interdisciplinary Dialogues: Politics, Contexts and Social Processes" (CAPES). He was the Pedagogy Board of the Education Center/UFES coordinator from October 30, 2011 to October 30, 2013. He coordinated the Accessibility Center of the Federal University of Espírito Santo (NAUFES) until May 2014. He develops research and studies in the field of sociology of education and educational policies, with the following topics of interest: implications of budgetary policy in guaranteeing the right to education of children, adolescents, young people or adults with disabilities and global developmental disorders and high abilities/giftedness; family and school relationship; access and retention policies for students with disabilities and global developmental disorders in regular education in national and international realities.

Ken Fero, Coventry University

Professor at Research Centre for Global Learning at Coventry University.
Practice-based media lecturer with a focus on production and an international reputation as a documentary filmmaker as well as 20 years’ experience in television broadcast documentaries. Ken has a strong profile of practice work with internationally acclaimed documentaries to his credit including the groundbreaking film 'Injustice'. Founding member of Migrant Media, an independent media collective which undertook training schemes supported by the London Arts Board, UNESCO, Hackney Education Authority, Commission of the European Communities, British Film Institute, Trust for London, London Film and Video Development Agency and the Arts Council. Fero is an exponent of tantric laboratory based teaching at Postgraduate level and also supervises PhD students across several universities. His specialisms include art and media for social change and use of film to influence policy at national and international levels. About his qualifications: PhD at Sheffield Hallam University (2018), PG Diploma in Television at Goldsmiths College, London University (1988) and
BA (Hons) Fine Art - First Class, Camberwell School of Art (1984)

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2024-12-05

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Barbosa, A. da C., Sobrinho, R. C., & Fero, K. (2024). Experiences of students diagnosed with autism at a Brazilian university. Special Education Magazine, 37(1), e45/1–29. https://doi.org/10.5902/1984686X88589

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v. 37 n. 1 (2024): Revista Educação Especial – Publicação Contínua

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