Students with Intellectual Disabilities in the Context of Higher Education

Abstract

This article aims to describe the teaching-learning process of students with intellectual disabilities at the Federal University of Maranhão (UFMA). An exploratory, descriptive research with a qualitative approach was developed with students with intellectual disabilities with active enrollment in undergraduate courses at Campus Dom Delgado. Data were collected through semi-structured interviews, through a script, containing 11 questions - related to the teaching-learning process of students with intellectual disabilities in Higher Education. The results indicate that the students entered the university through the quota system offered by the Unified Selection System (SISU)/National High School Exam (ENEM); are not receiving specialized educational assistance; do not know DACES and do not feel covered by Inclusive Education at UFMA, because although UFMA has a good structure to operationalize the inclusion process, it still lacks qualified teachers in the area of Special/Inclusive Education.