SENSORY-EDUCATIONAL MATERIALS AS A TOOL FOR INCLUSION IN HIGHER EDUCATION

Abstract

The contemporary institutional landscape is becoming increasingly diverse due to the growing demand for admission to higher education. In particular, this includes students with unique characteristics, among them students with special needs. To this end, the focus is on Inclusive Education, which is grounded in the principle that education is a right for all, reflecting the concept of equity in the academic sphere. The general objective of this article is to examine the implementation of pedagogical practices that promote the effective inclusion and retention of students with disabilities in higher education, aiming to eliminate barriers to quality education. This research is a qualitative literature review, aiming to provide a panoramic analysis of inclusive education within Brazil’s historical and social context and its importance regarding the laws that enable access for this population. In this context, the study seeks to investigate the use of sensory pedagogical materials as teaching resources that facilitate the teaching-learning process, as well as to highlight the greatest difficulties faced by teachers in their teaching practices regarding students with specific needs, considering pre-existing barriers, given that education often proves to be exclusionary, adopting methodologies that do not value student diversity. It is concluded that sensory teaching resources are essential for promoting inclusion.