Tornei-me uma estudante com baixa visão em um curso de Mestrado: A Educação é realmente para todos?

Abstract

Accessibility is essential for the inclusion of people with disabilities (PwDs) in education, as each disability presents unique challenges that require tailored solutions through effective accessibility management. Communication and access to information are the primary barriers for visually and hearing-impaired individuals, with technology offering crucial tools to address these challenges. This study explores how accessibility is provided to PwDs in a postgraduate program at the Federal University of Uberlândia, using a reflective self-report to examine the academic journey of a student who became visually impaired during her master's program in administration. It highlights adaptation to academic experiences, perceptions of social support, and the evolving understanding of disability while identifying vulnerabilities in accessibility management and proposing improvements that can serve as examples for other institutions. The lack of accessibility in educational settings intensifies social inequalities, undermining their inclusive purpose. Through an autoethnographic approach, this work contributes to fostering equal opportunities, combating discrimination, and encouraging inclusive practices in both academia and the job market, benefiting society as a whole.