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Resumo(s)
A inclusão de estudantes com Necessidades Educativas Especiais (NEE) no ensino
superior português constitui um desafio multifacetado que persiste apesar dos avanços
legislativos recentes. Esta dissertação analisa as perceções de estudantes universitários com
NEE sobre as suas experiências académicas, sociais e pessoais, focando-se nas barreiras
encontradas e na eficácia das medidas de apoio institucionais.
Através de metodologia qualitativa exploratória, realizaram-se entrevistas
semiestruturadas a doze estudantes de diferentes instituições da região de Lisboa, com
diagnósticos diversos: Perturbação de Hiperatividade e Défice de Atenção (PHDA),
Perturbação do Espectro do Autismo (PEA) e Dificuldades de Aprendizagem Específicas.
A análise de conteúdo identificou três temas principais: experiência académica e social;
medidas de apoio e acomodações; perceções de inclusão e pertença. Os resultados revelam
barreiras significativas de natureza física, curricular, atitudinal, administrativa e epistémica.
Destaca-se a discrepância entre a existência formal de acomodações e a sua implementação
prática, assim como os obstáculos burocráticos e financeiros no acesso ao diagnóstico. Os
participantes enfatizaram a necessidade de formação docente, sensibilização institucional e
adoção de princípios de Desenho Universal para a Aprendizagem (DUA).
Conclui-se que a plena inclusão no ensino superior português permanece por
concretizar, exigindo transformação cultural e pedagógica que transcenda o cumprimento
formal e promova ambientes verdadeiramente equitativos e valorizadores da neurodiversidade.
The inclusion of students with Special Educational Needs (SEN) in Portuguese higher education constitutes a multifaceted challenge that persists despite recent legislative advances. This dissertation analyzes the perceptions of university students with SEN regarding their academic, social, and personal experiences, focusing on barriers encountered and the effectiveness of institutional support measures. Through exploratory qualitative methodology, semi-structured interviews were conducted with twelve students from different institutions in the Lisbon region, with diverse diagnoses: Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Specific Learning Difficulties. Content analysis identified three main themes: academic and social experience; support measures and accommodations; perceptions of inclusion and belonging. Results reveal significant barriers of a physical, curricular, attitudinal, administrative, and epistemic nature. The discrepancy between formal existence of accommodations and their practical implementation stands out, as well as bureaucratic and financial obstacles in accessing diagnosis. Participants emphasized the need for faculty training, institutional awareness, and adoption of Universal Design for Learning (UDL) principles. It is concluded that full inclusion in Portuguese higher education remains to be achieved, requiring cultural and pedagogical transformation that transcends formal compliance and promotes truly equitable environments that value neurodiversity.
The inclusion of students with Special Educational Needs (SEN) in Portuguese higher education constitutes a multifaceted challenge that persists despite recent legislative advances. This dissertation analyzes the perceptions of university students with SEN regarding their academic, social, and personal experiences, focusing on barriers encountered and the effectiveness of institutional support measures. Through exploratory qualitative methodology, semi-structured interviews were conducted with twelve students from different institutions in the Lisbon region, with diverse diagnoses: Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Specific Learning Difficulties. Content analysis identified three main themes: academic and social experience; support measures and accommodations; perceptions of inclusion and belonging. Results reveal significant barriers of a physical, curricular, attitudinal, administrative, and epistemic nature. The discrepancy between formal existence of accommodations and their practical implementation stands out, as well as bureaucratic and financial obstacles in accessing diagnosis. Participants emphasized the need for faculty training, institutional awareness, and adoption of Universal Design for Learning (UDL) principles. It is concluded that full inclusion in Portuguese higher education remains to be achieved, requiring cultural and pedagogical transformation that transcends formal compliance and promotes truly equitable environments that value neurodiversity.
Descrição
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia da Educação
Palavras-chave
necessidades educativas especiais ensino superior inclusão acomodações académicas neurodiversidade barreiras à inclusão special educational needs higher education inclusion academic accommodations neurodiversity barriers to inclusion