BARREIRAS DE ACESSIBILIDADE NA EDUCAÇÃO SUPERIOR

Based on the accessibility dimensions proposed by Sassaki (2009), this paper aims to analyze how students with disabilities perceive accessibility at a Federal Higher Education Institution. This study adopts a qualitative and applied approach, involving six focus groups with 19 undergraduate students with disabilities. A semi-structured guide was used to identify perceived barriers to accessibility within the institution. The findings highlight the need for improvements in several areas, including student relations, campus interactions, and the development of solutions for access, retention, participation, and learning. According to the students, barriers exist across all accessibility dimensions, with attitudinal barriers being particularly significant, although they also acknowledged improvements in physical infrastructure. The barriers identified by the students will guide the development of a strategic plan for accessibility at Universidade Federal do Cariri (UFCA). Furthermore, the study emphasizes the importance of understanding the comprehensive nature of accessibility within the university community and highlights the need for both individual and collective responsibility in fostering an inclusive academic environment.