Abstract
This research aims to analyse deaf students’ access to higher education. It is a qualitative research, and it was developed from a literature review of theses and dissertations held in the Improvement of Higher Education Personnel (CAPES) Theses and Dissertations Repository, between the years of 2017 and 2020. The following keywords were used to identify the topic: access, higher education, deaf. Five dissertations and two theses were selected, and their emphasis on the admission and permanence of the deaf subject at university was invoked as a selection criterion. The results show that there is a long way to go until a deaf applicant enters the university and stays there so that they enjoy the benefits granted by legal order, since this student needs strategies deployed at universities entrance examinations – such as an exam in Brazilian sign language – and sign language interpreters to mediate communication during the entire process of education. This will provide accessibility in an inclusive system grounded in pedagogic practices suitable for bilingual education.
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