Accessibility and inclusion of persons with disabilities in the institutional evaluation of Higher Education: documental research
Institutional evaluation in Higher Education Institutions (HEIs) has been mandatory in Brazil since 2004, and it constitutes a fundamental tool for diagnosing institutions. This article aims to identify whether accessibility and inclusion of people with disabilities are included as categories for in...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:www.seer.ufal.br:article/16830 |
| Acceso en línea: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/16830 |
| Access Level: | acceso abierto |
| Palabra clave: | Avaliação institucional acessibilidade Ensino Superior Pessoa com deficiência Institutional Evaluation Accessibility College Education Person with Disabilities Evaluación Institucional Accesibilidad Educación Superior Persona con discapacidad |
| Sumario: | Institutional evaluation in Higher Education Institutions (HEIs) has been mandatory in Brazil since 2004, and it constitutes a fundamental tool for diagnosing institutions. This article aims to identify whether accessibility and inclusion of people with disabilities are included as categories for institutional evaluation in the reports prepared by the Institutional Self-Assessment Committee (CPA) of HEIs in the State of São Paulo. To achieve this, concepts and foundations related to the institutional evaluation process and accessibility in the academic context are presented, highlighting their importance in ensuring inclusion and equal opportunities in the university environment. Additionally, the evaluation mechanisms used by the CPA are discussed, emphasizing the need to consider accessibility as a fundamental criterion for the quality of higher education. As a methodological resource, qualitative documentary research was employed. The results indicate that the majority of the analyzed institutions do not adopt accessibility as a category for evaluation and do not directly assess the inclusion of people with disabilities. Accessibility mainly focuses on infrastructure. Finally, recommendations and suggestions are presented to promote the effective implementation of accessibility policies in HEIs, aiming for continuous improvement and compliance with current legal guidelines. |
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