TEACHER TRAINING AND PRACTICES: INCLUSION OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION

Abstract

This article is justified by the need to investigate teacher training in higher education, as well as the practices carried out by these teachers in the inclusion of undergraduate students with disabilities. In the contemporary educational scenario, teachers face new realities and demands arising from measures adopted for the development of educational policies in basic and higher education, manifested in legal requirements defining minimum standards, creating categories and divisions, particularly when inclusion is frequently discussed. It is necessary to understand which practices have been carried out with these students in higher education and how they are being included in the classes. For this research, the following problem emerges to be investigated: 'In what way has inclusive education for students with disabilities been emphasized in higher education?' According to Clarke (2001), the first and most important decision in planning a systematic review is determining the focus. The question is essential for defining the structure of the review. Research questions and objectives are used to guide the entire review process.