Students with Intellectual Disabilities in the Context of Higher Education

Thelma Helena Costa Chahini, João Batista Bottentuit Junior, Conceição de Maria Belfort de Carvalho, Naysa Christine Serra Silva, Priscila Milena Costa Chahini, Sâmya Carolyne Gonçalves da Silva

Deficiência intelectual. Educação superior. Processo ensino-aprendizagem. Educação inclusiva.

This article aims to describe the teaching-learning process of students with intellectual disabilities at the Federal University of Maranhão (UFMA). An exploratory, descriptive research with a qualitative approach was developed with students with intellectual disabilities with active enrollment in undergraduate courses at Campus Dom Delgado. Data were collected through semi-structured interviews, through a script, containing 11 questions - related to the teaching-learning process of students with intellectual disabilities in Higher Education. The results indicate that the students entered the university through the quota system offered by the Unified Selection System (SISU)/National High School Exam (ENEM); are not receiving specialized educational assistance; do not know DACES and do not feel covered by Inclusive Education at UFMA, because although UFMA has a good structure to operationalize the inclusion process, it still lacks qualified teachers in the area of Special/Inclusive Education.

Received: 16 Sep 2022, Received in revised form: 08 Oct 2022, Accepted: 13 Oct 2022, Available online: 25 Oct 2022

10.22161/ijaers.910.38