METHODOLOGIES AND EXPERIENCES OF DOCENT IN THE INCLUSIVE HIGHER EDUCATION PERSPECTIVE

Authors

  • Sabrina Ferreira de Oliveira
  • Natália Martinez de Araújo

DOI:

https://doi.org/10.18554/refacs.v3i3.1239

Keywords:

Higher education, Faculty, Mainstreaming (Education).

Abstract

The aim of this study was to know the experience of the teachers of a public institution ofhigher education inclusive. This is a survey held with teachers 24 lecturers in 2013. It wasfound that the minority of professors showed some knowledge to deal with students withspecial educational needs, some of the professors reported that they have had experiences indealing with these students and the most of them showed appropriate methods to teach thesestudents. These previous lectures’ experience showed so important to think in exacteducational strategies for students with special educational needs. This study indicates that itis necessary to include the inclusive education methodologies in the undergraduate and postgraduate syllabus. 

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Issue

Vol. 3 No. 3 (2015): September at December

Section

Original Articles

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How to Cite

METHODOLOGIES AND EXPERIENCES OF DOCENT IN THE INCLUSIVE HIGHER EDUCATION PERSPECTIVE. Revista Família, Ciclos de Vida e Saúde no Contexto Social, [S. l.], v. 3, n. 3, 2015. DOI: 10.18554/refacs.v3i3.1239. Disponível em: https://seer.uftm.edu.br/revistaeletronica/index.php/refacs/article/view/1239. Acesso em: 5 dec. 2025.