INCLUSION IN HIGHER EDUCATION: ACCESS AND PERMANENCE OF STUDENTS WITH DISABILITIES IN PUBLIC HIGHER EDUCATION INSTITUTIONS

Abstract

This text to discuss the inclusion of students group by Special Education, specifically with disabilities, in the Public Institutions of Superior Education. It brings the national public policies materialized in legal documents that underlie the formal education of students at this level of education. In addition to dealing with access and permanence, it brings another aspect concerning these:  accessibility, which covers beyond the physical environment, communication, pedagogical materials, methodologies in order to ensure the equity that presupposes inclusive precepts. The methodology followed a qualitative approach, consisting of bibliographic and documentary research, as well as the collection of data from National Institute of Educational Studies and Research Anísio Teixeira (INEP) on the number of enrollments of this group, between 2014-2019. However, from 2018 to 2019, focusing on the Public Institutions of Superior Education of Mato Grosso do Sul, there was a decrease in enrollment of these students. The results expressed that the inclusion in the Superior Education is true, there is increasing number of enrollments of these students in the Public Institutions of Superior Education (IES). These have been adapting to public inclusion policies, especially with regard to accessibility at this level of education. Access and permanence are linked, Law n.13,409/2016 favors access to some minority groups, as in vogue, to Superior Education; however, have to pay attention to conditions of permanence in order to provide these   students participation in the actions of teaching, research and extension of Superior Education. This study reflects the need for research on the theme inclusion.