<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100159</article-id>
<article-id pub-id-type="doi">10.1590/0102-469827022</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[SERVIÇOS PARA ESTUDANTES COM DEFICIÊNCIA NAS UNIVERSIDADES: DIFICULDADES E DESAFIOS]]></article-title>
<article-title xml:lang="es"><![CDATA[SERVICIOS PARA ESTUDIANTES CON DISCAPACIDAD EN LAS UNIVERSIDADES: DIFICULTADES Y DESAFÍOS]]></article-title>
<article-title xml:lang="en"><![CDATA[SERVICES FOR STUDENTS WITH DISABILITIES AT UNIVERSITIES: DIFICULTIES AND CHALLENGES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[MARIA HELENA VENÂNCIO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MELO]]></surname>
<given-names><![CDATA[FRANCISCO R. L. VIEIRA DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[CÁTIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UAlg  ]]></institution>
<addr-line><![CDATA[Faro ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFRN  ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UAlg  ]]></institution>
<addr-line><![CDATA[Faro ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100159&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Os estudantes com deficiência podem enfrentar inúmeros obstáculos e desafios ao acessar o Ensino Superior (ES) e tentar ter sucesso nele. Os Serviços de Apoio para Estudantes com Deficiência nas universidades desempenham um papel importante no fornecimento de apoio direto e indireto para esses estudantes. Este artigo apresenta as perspectivas dos Coordenadores dos Serviços de Apoio no que diz respeito à prestação de serviços a estudantes com esta condição, descrevendo as suas características, dificuldades e desafios. Os dados foram coletados em 62 instituições universitárias públicas do Brasil e de Portugal por meio de questionário desenvolvido para esse fim. Apesar das demandas enfrentadas pelos Serviços de Apoio para Estudantes com Deficiência, os sinais de bom progresso no apoio a estes estudantes estão aumentando. Embora os serviços desempenhem um papel importante, uma autonomia mínima e dificuldades significativas permanecem em vários domínios de gestão e intervenção. São discutidas as mudanças e adaptações necessárias no apoio a estes estudantes nas universidades, considerando as consequências significativas da inclusão e do sucesso para os estudantes com deficiência. Políticas inclusivas baseadas na equidade e igualdade de oportunidades e mais recursos são necessários para garantir os direitos de todos os estudantes no Ensino Superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: Los estudiantes con discapacidades pueden enfrentar muchos obstáculos y desafíos cuando acceden a la educación superior (ES) e intentan tener éxito en ella. Los Servicios de Apoyo para Estudiantes con Discapacidades en las universidades juegan un papel importante al proporcionar apoyo directo e indirecto a estos estudiantes. Este documento presenta las perspectivas del personal de los Servicios de Apoyo con respecto a la prestación de servicios a estudiantes con discapacidad, describiendo sus características, dificultades y desafíos. Los datos fueron recolectados en 62 organizaciones universitarias públicas en Brasil y Portugal utilizando un cuestionario desarrollado para este propósito. Apesar de las demandas que enfrentan los Servicios de Apoyo para Estudiantes con Discapacidad, están aumentando las señales de buen progreso en el apoyo a los estudiantes. Aunque los servicios desempeñan un papel importante, subsisten una autonomía mínima y dificultades significativas en varios dominios de gestión e intervención. Se discuten los cambios y las adaptaciones necesarias en el apoyo a estudiantes en las universidades, considerando las consecuencias significativas de la inclusión y el éxito para los estudiantes con discapacidad. Se requieren políticas inclusivas basadas en la equidad y la igualdad de oportunidades y más recursos para garantizar los derechos de todos los estudiantes de Educación Superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Students with disabilities may confront numerous obstacles and challenges when reaching Higher Education (HE) and attempting to be successful in it. Disability Services Offices at universities play an important role in providing direct and indirect support for these students. This paper presents the perspectives of Disability Services Offices&#8217; staff regarding the provision of services to students with disabilities, describing the characteristics, difficulties and challenges of these offices. We collected data at 62 public university organizations in Brazil and Portugal using a questionnaire developed for this purpose. Despite the demands faced by the Disability Services Offices, signs of good progress in support for students with disabilities are increasing. Although the services play an important role, minimal autonomy and significant difficulties remain in several domains of management and intervention. We discuss necessary changes and adaptations in supporting these students at universities, considering the significant consequences of integration and success for students with disabilities. Inclusive policies that are based on equity and equal opportunities and more resources are required to guarantee the rights of all students in Higher Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[estudantes com deficiência]]></kwd>
<kwd lng="pt"><![CDATA[educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[serviços para estudantes com deficiência]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="es"><![CDATA[estudiantes con discapacidad]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[oficinas de servicios para discapacitados]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[students with disabilities]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[disability services offices]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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