Adequação curricular para o universitário cego : concepção, prática e desafios

Abstract

This study aims to investigate concepts and practices on the use of curricular adjustment to college at an university in the Federal District. Was based on national norms that affirm the student s right in disability situation in the university, with learning access and academic curriculum. This specific population has expanded his admission in several education levels, which results on a necessity of evaluate and promote strategies to help its successfully stay in the academic careers. It ´s considered that these measures failure contributes for the strengthening of social stigma and creates barriers to their learning, participation in school environment and a future employability. So, it is worth to investigate the educational accessibility focusing on the curriculum elements, as used hereby, in which thematizes conceptions, teachers and students expectations during the curricular adjustment. The research involved blind students participation and some of their teachers. The main question that guided the research was: Are curriculum measures accessibility adopted for students in disability situation in the university, according to conceptions and perceptions of blind students and their teachers? To guide this study the qualitative research was chosen, using interviews, field diary and scale application. The results indicated convergence and divergence between teachers and university in this issue.