Inclusive alternatives for the deaf in Higher Education: a case study in Forestry Engineering courses

Abstract

In Brazil, there are approximately 10 million deaf individuals, but only a few manage to pursue higher education due to barriers in social settings primarily populated by hearing individuals. Educational environments should minimize impediments to ensure equitable learning opportunities. This study aimed to identify inclusive strategies for deaf individuals in Forest Engineering programs. A quantitative survey was conducted among deaf students across all Brazilian universities with active Forest Engineering programs. Four deaf students participated by completing a questionnaire distributed via Google Forms, contributing to inclusive strategy formulation. The study's ethical approval is registered under CAAE reference number 68457422.6.0000.0177. Identified deficiencies included the absence of adapted materials, insufficiently trained interpreters, and a lack of availability to assist deaf students in extracurricular activities. Despite legislation guaranteeing access to interpreters or assistive technologies, these shortcomings persist. Inclusive alternatives, like bilingual education and adapted teaching methodologies, can enhance deaf students' academic performance. Implementing curricular adjustments tailored to individual student needs and providing interpreters are imperative. Developing signs for technical terms and promoting courses inclusively are essential measures to foster inclusivity.