Inclusão na educação superior: políticas e práticas de acessibilidade para alunos com Transtorno do Espectro Autista

Abstract

Inclusion in Higher Education is a topic that is still little explored, but of great relevance to the academic environment, especially for students who are part of the Special Education Target Audience (PAEE). In this context, the presence of students with Autism Spectrum Disorder (ASD) stands out, who require adequate conditions, differentiated pedagogical strategies and accessibility for full participation in the academic environment. The increase in enrollment of these students makes it urgent to strengthen permanence policies ensuring inclusive and accessible education, supported by legislation such as Law No. 12,764/2012 (National Policy for the Protection of the Rights of Persons with Autism Spectrum Disorder) and Law No. 13,146/2015 (Brazilian Inclusion Law). The study had the general objective: To analyze, in the context of the State University of Piauí (UESPI), the inclusion policies and accessibility practices aimed at students with ASD. The specific objectives were: To identify the legal bases that underlie the inclusion and accessibility policies aimed at students with ASD at UESPI; describe the strategies adopted to promote the inclusion and accessibility of students with ASD in the academic environment; understand how students with ASD perceive the conditions of inclusion and accessibility in their academic trajectory and, finally, reflect on the effectiveness of inclusion policies and accessibility practices for students with ASD. The research was guided by the problem-question: How do inclusion policies and accessibility practices aimed at students with ASD materialize at the State University of Piauí (UESPI)? It is a qualitative, exploratory research, developed as a field study, with data production through document analysis, questionnaire and semi-structured interviews Marconi and Lakatos (2021), Gil (2002, 2008), Minayo (2012). The investigation was carried out at the Center for Education, Communication and Arts Sciences (CCECA) and at the institution's Accessibility Center, with the participation of two students with ASD, a teacher and the coordinator of the Center. The data were analyzed in the light of Content Analysis, according to Bardin (2016). For the theoretical foundation on autism, the DSM-5, Canal (2021) and Aguilar and Rauli (2020) were used. Regarding inclusion, Reis and Coutinho (2025), the Federal Constitution of 1988, the National Policy on Special Education in the Perspective of Inclusive Education (Brasil, 2008) and Mantoan (2015) were considered. Regarding accessibility in the university environment, Quispe, Quispe Rodríguez and Figueiredo (2025), Glat and Pletsch (2010) and Melo et al. (2024) were consulted. The results indicate that accessibility for students with ASD at UESPI occurs in a partial and unequal way. The actions of the Accessibility Center are relevant advances, especially in the preparation of Individualized Educational Plans and in the initial guidance to students. However, such initiatives are insufficient to ensure effective inclusion, evidencing challenges such as the fragility of teacher training, structural limitations of the Center, difficulties in institutional communication and the absence of systematized pedagogical practices consistent with the needs of these students.