Resumo

CIANTELLI, Ana Paula Camilo  e  LEITE, Lúcia Pereira. Psychology and Inclusion: Intervention proposition of students with disability in Higher Education. Educação e Filosofia [online]. 2022, vol.36, n.76, pp.97-132.  Epub 29-Jan-2024. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.v36n76a2022-60803.

This study’s goal was to analyze the effects of an intervention proposition in the area of School and Educational Psychology, aimed at the social and educational inclusion of students with disability in the University context. Four students have participated (three of them with physical disabilities and one with Autistic Spectrum Disorders), enrolled in a Brazilian public university. Data collection occurred in three stages: 1) individual and open interviews and application of instruments; 2) group intervention; 3) individual interviews and reapplication of instruments. In this text, the qualitative procedures are highlighted along with their analysis, elucidating practices from Psychology professionals as mediators and facilitators, by means of critical analysis of the encounters and by the analysis of meaning cores of the accounts obtained during the interviews. It can be said that the intervention program for psychological support became a safe place for sharing, understanding, and as a platform for disabled students to make their voices heard throughout the institution. It was concluded that School and Educational Psychology can contribute to promote the empowerment of disabled students, as well as their personal, social, and academic development, enabling a more active participation of these students in Higher Education.

Palavras-chave : Higher Education; Inclusive Education; People With Disabilities; Social Inclusion; Psychology.

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