Socioemotional skills and inclusion: the case of the undergraduate student Tétis

Abstract

Socio-emotional skills empower students to become autonomous and protagonists of their own learning. When directed at an inclusive perspective, within higher education, they can help students with disabilities during their inclusion and training process. Although they should not mean a reduction in institutional responsibilities, they are potentially protective to inclusion when these institutions are absent. In view of this, our objective was to understand the possible contributions of the socio-emotional skills of an undergraduate student of Biology with hearing and visual impairment during her academic inclusion process. Therefore, we opt for a qualitative approach, through the case study method, using the semi-structured interview as a data collection instrument, with the application of textual discursive analysis for the treatment of data. The interviews were applied to the student, to her mother, to the LIBRAS (Brazilian Sign Language) interpreter and to a graduation teacher, who was indicated by the student. The analysis showed that, during her academic life, the student has had socio-emotional learning mainly in the fields of extroversion and openness to new experiences, also expanding skills related to conscientiousness, with special positive influence from the interpreter and negative influence from some colleagues of the course. We believe that this research is still initial and we highlight the need for future research to address these issues, presenting their relationships more broadly.