"INSTEAD OF ME BECOMING ONE WITH THEM, THEY BECAME ONE WITH ME": NARRATIVES OF STUDENTS WITH INTELLECTUAL DISABILITIES ENROLLED IN HIGHER EDUCATION

Abstract

Inclusive education is still a complex and challenging process that demands engagement from different social actors: public authorities, teaching professionals, families, and students with and without disabilities. In this study, a qualitative approach was used, which sought to understand the phenomenon of school inclusion of people with intellectual disabilities in higher education, focusing on the interpretation of the experiences narrated by the subjects themselves, based on narrative interviews of seven students with intellectual disabilities enrolled in a public university. After the work of transcription and analysis of the interviews, the (re)construction of the students' trajectories was produced, addressing stories related to basic education, choice of course, university admission, and the challenges of building a space for oneself in the relationships with colleagues and teachers. The results showed that the students perceive the entry into the university as positive, recognize the importance of quotas for this achievement, as well as the figure of the support teacher. However, they still point out the absence of differentiated methodologies by their specific needs, but that, despite the difficulties, recognize the effort of all to advance in the process, feel included in the educational institution and recognize that the undergraduate course has expanded its autonomy and social inclusion.