<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202020000100052</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20200006</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Educational goals for college students diagnosed with disabilities: from individualist to transformative activist agenda]]></article-title>
<article-title xml:lang="pt"><![CDATA[Metas educacionais para universitários diagnosticados com deficiência: de uma proposta individualista à ativista transformadora]]></article-title>
<article-title xml:lang="es"><![CDATA[Metas educacionales para estudiantes universitarios diagnosticados con discapacidad: de una propuesta individualista a una activista transformadora]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Podlucká]]></surname>
<given-names><![CDATA[Du&#353;ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,City University of New York  ]]></institution>
<addr-line><![CDATA[Estados Unidos América do Norte]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<numero>50</numero>
<fpage>52</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202020000100052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202020000100052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202020000100052&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Due to the legal protections and the effects of inclusive reforms introduced in the U.S. in the last decades, the number of students diagnosed with disabilities (SDWD) entering post-secondary education in the country has steadily increased. Nevertheless, SDWD remain significantly underrepresented among the college student population and their graduation rates are lower than those of their able-bodies peers'. Common explanations of unequal outcomes of SDWD in college have invoked issues related to students' transitioning from high school to college and inadequate provision of diversified and adequate support. In this paper, I critically examine the scholarship on academic success of SDWD in higher education that shape institutional discourses and practices around educational and life goals for SDWD. My analysis reveals that narrowly individualistic notions of personal responsibility, autonomy, self-determination and self-advocacy skills dominate such practices and discourses. My contention is that a focus on achieving independence as the ultimate educational goal for SDWD reproduces ableistic assumptions and ultimately disempowers those students. Merging insights from critical disability studies with the Vygotskian socio-historical theory expanded by the Transformative Activist Stance, I propose a radical reconceptualization of developmental goals for SDWD away from the notion of independence of individual learners toward focusing on interdependence, reciprocity, relationality, connectedness and collective agency.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Devido às proteções legais e aos efeitos das reformas inclusivas introduzidas nos EUA nas últimas décadas, o número de alunos diagnosticados com deficiência (SDWD) ingressando no ensino superior no país tem aumentado constantemente. Entretanto, o aluno diagnosticado com deficiência permanece significativamente sub-representado e apresenta taxas de graduação menores entre a população de estudantes universitários. Explicações comuns de desfechos desiguais de alunos com deficiência na faculdade têm invocado questões relacionadas à transição dos alunos do ensino médio para a faculdade e a oferta inadequada de apoio adequado e diversificado. Neste artigo, examina-se criticamente a bolsa de estudos e o sucesso acadêmico dos alunos com deficiência no ensino superior, que molda discursos institucionais e práticas em torno das metas educacionais e de vida para os alunos com deficiência. A análise revela que noções estritamente individualistas de responsabilidade pessoal, autonomia, autodeterminação e habilidades de autodefesa dominam tais práticas e discursos. Discute-se que o foco em alcançar a independência como o objetivo educacional final para o aluno com deficiência reproduz discriminações; em última instância, descapacita esses alunos. Unindo a abordagem de estudos críticos de incapacidade com a teoria sócio histórica vygotskiana expandida pelo Posicionamento Ativista Transformador, propõe-se uma reconceitualização radical dos objetivos de desenvolvimento para o aluno com deficiência, longe da noção de independência dos alunos individuais para focar na interdependência, reciprocidade, conectividade e na importância das relações e ações coletivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Debido a las protecciones legales y a los efectos de la reformas inclusivas introducidas en los EE.UU en las últimas décadas, el número de estudiantes diagnosticados con discapacidades que ingresan en la educación superior en el país ha aumentado constantemente. Sin embargo, el número de estudiantes diagnosticados con discapacidad sigue siendo muy pequeño entre la población de estudiantes universitarios y, sus notas de graduación son mas bajas que que las de sus compañeros sin discapacidad. Las explicaciones comunes de esta disparidad entre los estudiantes con discapacidades e sus compañeros sin discapacidad en la universidad han planteado problemas relacionados con la transición de la secundaria a la universidad y la provisión inadecuada de suporte diverso y adecuado. Este artículo examina críticamente los estudios sobre el éxito académico de las personas con discapacidades en la educación superior que respaldan los discursos y prácticas institucionales en torno a las metas educacionales y de vida de los estudiantes diagnosticados con discapacidad. El análisis revela que estas comunicaciones y prácticas son el resultado de una "estrecha" noción individualista de responsabilidad personal, autonomía, autodeterminación y habilidades de autodefensa que dominan tales discursos y prácticas. Se argumenta que el enfoque en el logro de la independencia como objetivo educativo último para los estudiantes con discapacidad reproduce la discriminación; en última instancia, fragiliza a estos estudiantes. Uniendo el enfoque de los estudios críticos de la discapacidad con la teoría socio histórica vygotskiana ampliada por la Postura Activista Transformadora, proponemos una reelaboración radical de los objetivos de desarrollo para los estudiantes diagnosticados con discapacidad, lejos de la noción de independencia de el alumno individualmente, para enfocarse en la interdependencia, reciprocidad, conectividad y la importancia de las relaciones y acciones colectivas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Disability]]></kwd>
<kwd lng="en"><![CDATA[Interdependence]]></kwd>
<kwd lng="en"><![CDATA[Ableism]]></kwd>
<kwd lng="en"><![CDATA[Vygotsky]]></kwd>
<kwd lng="en"><![CDATA[Transformative Activist Stance]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Interdependência]]></kwd>
<kwd lng="pt"><![CDATA[Capacitismo]]></kwd>
<kwd lng="pt"><![CDATA[Vygotsky]]></kwd>
<kwd lng="pt"><![CDATA[Postura ativista transformadora]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad]]></kwd>
<kwd lng="es"><![CDATA[Interdependencia]]></kwd>
<kwd lng="es"><![CDATA[Capacitismo]]></kwd>
<kwd lng="es"><![CDATA[Vygotsky]]></kwd>
<kwd lng="es"><![CDATA[Postura Activista Transformadora]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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