CHALLENGES OF INCLUDING STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATION IN LIGHT OF THE ACCESSIBILITY LAW (LAW No. 10/16 OF 27 JULY): THE REALITY OF THE BENGO HIGHER PEDAGOGICAL SCHOOL

Abstract

This article seeks to analyze the perception of teachers and students regarding compliance with Law No. 10/16 of 27 July, Accessibility Law and its implications for the lives of students with SEN enrolled at the Escola Superior Pedagógica do Bengo “ESPE- Bengo.” It is, as you can see, «a study of a qualitative nature, essentially exploratory that uses the case study method. 36 individuals participated in the study, including 10 teachers and 26 students. This universe included 4 students with disabilities (2 students with visual impairments and 2 with physical motor disabilities). Data were obtained through semi-structured interviews carried out in the service room and in the institution's courtyard, respecting the criteria of accessibility and availability of participants. The interview was recorded using a smartphone and the data was transcribed by hand. Immediately after coding, the data was grouped into 5 categories of analysis based on the provisions of article 5 of the previously mentioned law: architectural, communicational, attitudinal, instrumental and methodological accessibility. To this end, categorical analysis was used. The results revealed non-compliance with the Law by ESPE-Bengo, which leads to the practice of symbolic violence towards students with SEN. It was concluded that failure to comply with the aforementioned legal diploma reinforces social exclusion since the existing conditions do not favor the full development of the educational process of the students in question, consequently increasing the perpetuation of social inequalities and feelings of inferiority and incapacity in the face of the context presented.