Assistência estudantil e inclusão na Universidade de Taubaté: alcances e limites das ações do núcleo de acessibilidade e inclusão

Abstract

Accessibility and inclusion in higher education remain significant challenges, particularly with regard to ensuring students’ rights and meeting their diverse needs. This study analyzes the experiences and challenges of the University of Taubaté (UNITAU) in implementing Student Assistance Policies through its Accessibility and Inclusion Center (NAIN). A qualitative approach was adopted, based on documentary analysis of institutional records. Data were collected from reports produced between 2022 and 2025, including information on the number, characteristics, and nature of the cases attended, as well as documents describing NAIN’s organizational structure and operational practices. Findings indicate a marked increase in the number of searvices provided, rising from 251 in 2022 to 277 in 2025, encompassing both undergraduate students and those from the university’s application school. The majority of cases involved students with ADHD (50%), followed by Autism Spectrum Disorder (19.7%) and dyslexia (3.1%). NAIN’s actions comprised pedagogical adaptations, faculty training, specialized monitoring, development of formal guidance, and strengthening of institutional coordination. Persistent challenges include limited availability of specialized personnel, structural barriers, and remaining attitudinal obstacles within the academic environment. The study concludes that NAIN plays a pivotal role in consolidating UNITAU’s inclusion policy, contributing to student retention and supporting the transformation of pedagogical practices. Nevertheless, advancing toward full inclusion will require expanded institutional resources, sustained professional development initiatives, and continuous efforts to overcome cultural barriers that restrict equitable access to higher education.