The actions developed by a university in the South of Minas when receiving its first Deaf student in a postgraduate program

Abstract

This article is an excerpt from a master's dissertation developed in the postgraduate program in Science Teaching and Mathematics Education at the Federal University of Lavras (UFLA). The study discusses the actions, strategies and institutional support offered by a university in the South of Minas Gerais when it received its first Deaf student in a postgraduate program. The research used the Content Analysis methodology, according to Bardin (2016) and Mendes and Miskulin (2017), with data produced through interviews with the Deaf student, teachers, monitors, interpreter and representative of the accessibility program. Two categories of analysis were identified: (1) the performance of the accessibility program and (2) the faculty in the inclusion process. The results highlighted actions such as monitoring the Individual Development Plan (PID), providing interpreters and monitors, adapting materials and extending time, in addition to challenges such as the lack of interpreters.