Influences of teaching actions on the trajetory of university students with functional difference

Abstract

This research aimed to identify successful actions by teachers that contributed to people with functional differences (disabilities) entering higher education. The study aimed to investigate and understand which pedagogical practices and / or attitudes of educators were decisive for people with functional differences, in view of their inclusion, learning and educational development from basic to higher levels. Semi-structured interviews were conducted with eight people with a functional difference and six teachers, the teachers being indicated by the subjects belonging to the functional diversity group, considered by him as a reference in inclusion. Content analysis was used to analyze the results. The analysis categories identified were: Teacher's Attitudes and Strategies, Family Support and Extra-Class activities. It was identified that the teacher-student interpersonal relationship has specific characteristics that favored inclusion. There is an affective belief on the part of the teacher, directed at the student, which is materialized in actions that enable their learning in a meaningful way. The research indicated that inclusion constitutes a process to be built at school, with the student with functional difference being an ally for the educator to produce the strategies. The actions identified in the teacher's performance are focused on student learning, reflecting positively on their results, and confirming the teacher's affective belief, in addition to reflecting on the self-perception of the person with functional difference. The family presence and extra-class activities were variables that contributed to this process.