Contributions of People with Disabilities to Distance Education in Higher Education: Reflections on Accessibility and Future Perspectives

Abstract

The advent of the Covid-19 Pandemic caused a deficit in student learning, especially for students with disabilities. However, due too n-line teaching, the Distance Education during this period gained momentum and was essential to guarantee the continuity of studies in many Institutions. However, it is essential to reflect on the assertive and appropriate use of educational technological resources in this modality and support strategies that provide autonomy and equal conditions for students with disabilities. The general objective of this article is to investigate relevant aspects about admission of students with disabilities in Distance Education and, as a specific objective, to cast the advantages and disadvantages of this type of teaching for the aforementioned public, through experiences experienced in relation to accessibility resources offered, and listing, according to the participants, acessibility measures. The methodology is based on a qualitative case study, carried out through a group of 15 students with disabilities (visual, physical and intellectual) in distance higher education, from Public and Private Institutions in the State of Rio de Janeiro, using a structured questionnaire as a data collection instrument, analyzed according to the categorization method proposed by Bardin. The result shows the urgency in investing in the creation of accessible virtual environments (platforms), with other more modern assistive technologies and already accessible to people with disabilities, with the training of teachers and tutors being equally important so that adaptations are made appropriately.