<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382023000100409</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702023v29e0059</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[LA ACCESIBILIDAD COMUNICACIONAL E INFORMACIONAL (ACI) EN LA EDUCACIÓN SUPERIOR1]]></article-title>
<article-title xml:lang="en"><![CDATA[THE COMMUNICATION AND INFORMATION ACCESSIBILITY (CIA) IN HIGHER EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Jackeline Susann Souza da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará Faculdade de Filosofia Dom Aureliano Matos ]]></institution>
<addr-line><![CDATA[Limoeiro do Norte Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382023000100409&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382023000100409&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382023000100409&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente artículo analiza la accesibilidad comunicacional e informacional (ACI) en la literatura sobre educación superior. La ACI no se limita a la oferta de apoyos o servicios de comunicación especializados para personas sordas y con discapacidad visual. El concepto de ACI en la educación superior es plural e implica en la eliminación de cualquier barrera que restrinja la libertad y el acceso igualitario a la amplia gama de medios de información y diferentes formas de comunicación en el ambiente universitario. Teniendo en cuenta estos aspectos, esta investigación se caracteriza en una revisión sistemática de la literatura, en la que se utilizó como instrumento el Programa NVivo y la lectura pormenorizada con el propósito de examinar 165 publicaciones en formato de disertación de maestría, tesis doctorales y artículos científicos indexados en bases de datos de España y Brasil. La conclusión de los análisis indica que la ACI es un concepto de abordaje interdisciplinar y, aunque no se presenta como el principal objeto de estudio de la mayoría de los textos revisados, emerge como una cuestión crucial, presentada por los autores, en las dimensiones de participación, convivencia y aprendizaje de estudiantes universitarios con deficiencia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article analyzes the communication and information accessibility (CIA) in the literature on higher education. The ICA is not limited to offering specialized communication supports or services for people who are deaf and visually impaired. The concept of CIA in higher education is plural and implies the elimination of any barrier that restricts freedom and equal access to the wide range of information media and different forms of communication in the university environment. This research is characterized as a systematic review of the literature, in which the NVivo Program and detailed reading were used as an instrument with the purpose of examining 165 publications in the format of Master&#8217;s thesis, Doctoral dissertations and scientific articles indexed in databases from Spain and Brazil. The conclusion of the analyzes indicates that CIA is an interdisciplinary concept and, although it is not presented as the main object of study in most of the reviewed texts, it emerges as a decisive issue, presented by the authors, in the dimensions of participation, coexistence and learning of university students with disabilities.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Accesibilidad]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="en"><![CDATA[Accessibility]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
</kwd-group>
</article-meta>
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