PERMANENCE AND LEARNING FACTORS OF STUDENTS WITH VISUAL IMPAIRMENT IN THE COURSES OF THE UFPB

Abstract

The thematic focus of this article is the inclusion of visually impaired students in higher education, particularly at UFPB. The objective of this work is to verify the permanence and learning factors of students with visual impairment in the courses of the Federal University of Paraíba (UFPB). The research methodology was of a qualitative approach, of the descriptive type, using an online questionnaire to obtain the intended data, which was propagated through the WhatsApp application and e-mail to the target audience of the study, students with visual impairment and their respective students who support students with disabilities enrolled in UFPB courses. The results showed as permanence factors: personal motivation and the support offered by the Institution, mainly from the Inclusion and Accessibility Committee and the Special Education Center. They also show the importance of listening and dialogue between visually impaired students and teachers to facilitate the development of strategies that can promote the teaching-learning process. Also, they indicate the need for investments in continuing education of teachers to resolve attitudinal and pedagogical barriers, still present in Higher Education, especially at UFPB.