Curricular Challenges Research Articles

Interprofessional education and collaborative practice in Kuwait: attitudes and barriers from faculty

ABSTRACT Interprofessional education (IPE) has been adopted in many educational systems to prepare students in the health professions for team-based practice, but its implementation is still limited in many countries. In preparation for the introduction of IPE within Kuwait University Health Sciences Center, a cross-sectional survey was conducted to explore the attitudes of faculty members (academic staff/academic support staff) toward collaborative practice and IPE, their training needs, and perceived barriers to implementing IPE. Two hundred and ten individuals completed the survey (60% response rate). Respondents expressed positive attitudes toward interprofessional healthcare teams, IPE, and interprofessional learning in the academic setting (median [IQR] overall attitude for each scale was 4.0 [1.0] on a scale of 5). Overall attitudes were significantly more positive among assistant professors, females, and faculty members with ≤ 10 years of experience (p < .05). Most respondents (91.9%) indicated willingness to be trained to implement IPE, with small-group learning as the preferred teaching method (85.7%). A longitudinal curriculum was less popular than discrete IPE experiences. The top reported barriers to implementing IPE were leadership challenges (86.6%), curriculum challenges (82.4%), teaching challenges (81.4%), and resistance to change (80.5%). These findings have implications for developing strategies to engage faculty in effective IPE initiatives internationally.

Reaching a Large Urban Undergraduate Population through Microbial Ecology Course-Based Research Experiences.

Traditional postsecondary education is making progress on embracing the diversity of student backgrounds and experiences while preparing them for the demands of STEM careers. Course-based undergraduate research experiences (CUREs) are effective tools to concurrently achieve many student and faculty goals: facilitating training of students, building career competencies, generating publishable research results and enabling research experiences where students apply their knowledge and interest. Georgia State University is not unique with a high student demand for research experiences and mentors that is greater than traditional research faculty labs can accommodate. Georgia State University is, however, unique in that it is a demographically diverse campus which serves minority and non-traditional students (i.e., second career and veterans) and is also rapidly growing. Therefore, to enhance the microbiology curriculum and facilitate authentic research experiences for the growing number of biology majors, a cluster of course-based research experiences in microbial ecology was developed. A former research lab space was converted to a collaborative teaching lab to serve the growth in course offerings, as well as to accommodate multiple microbial ecology research projects occurring in the same space. The courses offered appeal to students, build on the strengths of faculty experiences, and facilitate collaboration amongst students and with the greater Atlanta community. To ensure that our CUREs are accessible to the diverse students in our department, we addressed a variety of logistical and curricular challenges. Solutions to such challenges align with the goals of the university to offer research and signature experiences to ensure students are included and trained in STEM skills.

Lessons Learned from the Student’s Surgery Academic League: Is It Worth It?

Abstract: Introduction: One of the great challenges of a medical school curriculum is to offer training in basic surgical techniques, which allows graduates to develop competences to take care of simple cases presented in the primary care level of SUS. In order to approach the problem of the technical-surgical qualification of medical students and taking advantage of the interest raised by students’ leagues, a surgical care project directed at patients with inguinal hernia was proposed and carried out, based on the students’ academic leagues. The aim of this study is to disclose and discuss the results and the academic experience learned from a students’ league in surgical learning. Methods: This report encompasses the three-year experience of an academic league aiming to approach the problem of the technical-surgical qualification of medical students and which takes advantage of the academic leagues among undergraduate medical students. The participants comprised one general surgery professor, one anesthesiologist, and undergraduate medical students interested in the surgical clinic, from the School of Medicine, University of Pernambuco, Recife (PE), Brazil. Results: Twenty-four students were included. Ninety-six patients were submitted to surgery. Two seminars with nine lectures and one workshop on surgical skills were held. One paper entitled “League of Inguinal Hernia Surgery” was presented. We did not observe hernia recurrences; the surgical complications were minimum and small in number. The students showed fast development of surgical, interpersonal, and communication skills. However, this education model included a small number of students and offered heavy competition to the general surgery residents in their first year at the University Hospital. Conclusion: The academic league in surgery allows a rich pedagogical experience, offering the opportunity for human and technical qualification. However, the proposed model has limitations. In our opinion, it does not represent a solution for the flaws and omissions observed in the school’s curricular grid.

Health TAPESTRY: Exploring the Potential of a Nursing Student Placement Within a Primary Care Intervention for Community-Dwelling Older Adults.

The increasing prevalence of chronic diseases in aging places demands on primary care. Nurses are the major nonphysician primary care workforce. Baccalaureate nursing programs should expose students to primary care and older adults to support these demands and help recruit new graduates to this setting. However, many baccalaureate nursing programs focus on acute care and placements aimed at older adults are viewed negatively. To address these curriculum challenges, third-year Canadian baccalaureate nursing students were placed in an innovative primary care program—Health TAPESTRY—for community-dwelling older adults. Health TAPESTRY involves an interprofessional primary care team, trained lay volunteers conducting home visits, system navigation, and an online software application. The goal of this study was to explore third-year baccalaureate nursing students’ perceptions of this unique clinical primary care placement. This qualitative descriptive study explored students’ perceptions of this placement’s strengths, weaknesses, opportunities, threats (SWOT), and outcomes. Nursing students participated in focus groups (n = 14) or an interview (n = 1) and five completed narrative summaries following visits. Qualitative content analysis was supported by NVivo 10. Strengths of the clinical placement included training for the intervention; new insights about older adults; and experience with home visiting, interprofessional team functions, and community resources. Weaknesses included limited exposure to older adult clients, lack of role clarity, lack of registered nurse role models, and technology challenges. Opportunities included more exposure to primary care, interprofessional teams, and community resources. No threats were described. Nursing students’ clinical experiences can be enhanced through engagement in innovative primary care programs. Adequate exposure to clients, including older adults; interprofessional teams; mentoring by registered nurses or advanced practice nurse preceptors; and role clarity for students in the primary care team should be considered in supporting baccalaureate nursing students in primary care clinical placements.

Assessment of Curriculum-Based Challenges of Teaching History and Government in Secondary Schools in Ugenya Sub-County, Siaya County, Kenya

It is the desire of all stakeholders in education that teachers and students achieve good results. However, in Ugenya Sub-County, the mean score for History and Government had declined in between the years 2014 and 2018. This trend implied that there were challenges with curriculum implementation which needed to be established with an intention of reversing the downward trend of the mean score in the Kenya Certificate of Secondary Education (KCSE examinations). The purpose of this study was to assess curriculum-based challenges of implementing History and Government curriculum in Ugenya Sub-County. The objective of the study was to assess curriculum-based challenges of implementing History and Government curriculum. The study is significant because it identifies curriculum challenges of implementing History and Government curriculum in Ugenya Sub-County. This will help teachers and education officers to take necessary measures to revitalize the subject. This study was based on the context, Input, Process, and Product Model (CIPP) proposed by Stuffllebeam and Coryn (2014). It identifies unmet needs that bar achievement of human needs. The theoretical framework was based on curriculum-based challenges which were the independent variables, while implementing of History and Government curriculum was the dependent variable. Data from teachers and students was collected through questionnaires. It was analyzed through descriptive statistics using frequency counts and means. The most serious challenges included inadequate field trips, large, content and inadequate assessment. The researcher recommends additional time needs to be created and testing be made regular teachers.

Science teacher education in Macau: a critical review

In this reviewing paper, a couple of issues concerning school science education in Macau are discussed, including science teacher education, science curriculum reform, and opportunities and challenges for science teachers. Especially, more space is devoted to the issue of science teacher development in the social context of Macau. This paper will be helpful for international readers to understand the history and current situation of science education in general and science teacher education in particular in Macau, a special administration region of China.

Implementing the Curriculum and Assessment Policy Statement: A Case Study of the Vhembe West District, South Africa

This qualitative study was undertaken to investigate how district officials implemented Curriculum and Assessment Policy Statement in the Vhembe West District in South Africa. Interview data were collected and used for themes identification. The study identified the following challenges that the district officials experienced as they performed their duties: insufficient resources, lack of finances to buy learning and teaching support materials, infrastructure failures, the district’s inadequate support to schools, shortage of district officials in certain disciplines, unclear roles, lack of collaboration, unavailability of follow-up visits, the shortage of computers for the district officials and teacher support materials, bribery and corruption of selling principalship posts, slow filling of district officials posts, and inappropriate skills for school management and leadership. The study concluded that qualified district officials should be appointed, ongoing support from the Department of Basic Education and provision of resources in ensuring smooth curriculum implementation is needed, and bribery and corruption should be stopped when school principal appointments are made. This study also concludes that the district officials should be continuously capacitated so that they should be able to meet curriculum challenges, and the Department of Basic Education should speed up the curriculum delivery by ensuring that the vacancies are filled up.

Evaluation of the geriatric curriculum implemented at Shiraz University of Medical Sciences, Iran, since 2017: A qualitative study

Background:Recently, there has been an increase in life expectancy due to improvements in nutrition, health, and sanitation. The aim of this study was to evaluate the geriatric curriculum in the field of general medicine at Shiraz University of Medical Sciences (SUMS), Iran to improve the quality of services provided to this population in the community.Methods:This was a qualitative study­­. Six educational hospitals and ambulatory centers of Shiraz University of Medical Sciences participated in this study. Within these centers, 15 medical education faculty members and educational experts, 6 medical students, 6 elderly patients and 6 nurses working in the university related to the geriatric field were selected using purposive sampling. Data were gathered through semi-structured interviews, focus group discussion and field observations in the teaching hospital and ambulatory setting of SUMS from June 2017 to May 2018. Based on the qualitative research, the data underwent conventional content analysis and the main themes were developed from this.Results:Three main themes were extracted from the data: effective clinical education, geriatrics curriculum challenges and promotion strategies for geriatric medicine. Subcategories that emerged were a competent curriculum teacher, a challenging program, management of resources, promotion of the program, and the revision required in the curriculum, which were related to other concepts and described in the real-world situation of the geriatric curriculum in the university, as observed in field observations.Conclusions:This study identified three concepts as main themes that can be used to explain how to implement a geriatric curriculum in a medical university. The main contributing factor to different views of the participants was identified as the revision required to the curriculum for integrative care in a geriatric patient. This should be taken into consideration while planning any programs and decisions aimed at education of medical students on this topic.

Developing an appropriate textbook for mathematics curriculum analysis course

Pre-service mathematics teachers need to understand the school mathematics curriculum in order to ensure their capability as future teachers. As a learning planner, they have to possess an adequate understanding of what and how the school mathematics materials should be organized to fit the students’ need. The current Indonesian curriculum challenges the teachers to design mathematics learning which integrates four domains of competence, namely the spiritual attitude, the social attitude, the knowledge, and the skill. However, there has been no textbook available to guide the pre-service mathematics teacher designing the desired mathematics learning better. This research aims to develop a textbook for mathematics curriculum analysis, especially for senior high school level. It was an R&D using Plomp model stages, including initial investigation, design, construction, and test, evaluation, and revision. In the final stage, we have successfully developed a valid project-based learning textbook for mathematics curriculum analysis.

Ethnic pluralism and the challenge of thematic curriculum implementation in Uganda

ABSTRACT Uganda has been developing and revising its curricula since the time of British colonial rule. The latest revision of the primary education curriculum led to the introduction of the Thematic Curriculum in 2007. This curriculum requires the use of pupils' mother tongues as languages of instruction from Primary One to Three and then English from Primary Five to Seven. Primary Four is a transitional year. Several studies have indicated that the Thematic Curriculum has been a failure. Although various reasons have been advanced for the challenges of the Thematic Curriculum, the greatest setback seems to be ethnic pluralism. Using in-depth interviews with teachers, parents, education officials and pupils, I investigated how ethnic pluralism impeded the implementation of the Thematic Curriculum in Uganda. I found that most districts in Uganda are multi-ethnic and therefore multi-lingual making it difficult to choose the dominant mother tongue to use as a language of instruction. Even when the dominant language is identified, the pupils and teachers are in most cases from diverse ethnic and linguistic backgrounds. This study recommends the introduction of a national language to be used as medium of instruction at the lower levels of education in Uganda.

Curricula Challenges in Computing / IT Disciplines in the Wake of Rapid Technological Advances, Changing Jobs Landscape, and Demands of Societal Needs

The rapid advances in Computing, Communications, and Information Technologies have had tremendous impacts on various aspects of the lives of vast sections of humanity in such a short time. They have (a) created numerous kinds of new jobs, (b) made several other kinds of jobs to disappear due the kinds of automation they have created, and (c) transformed many professions based on their penetration in various facets of workflow. While these technological advances have resulted in many benefits to our society, they have also created many problems. Also, there are several other more prevalent problems in today’s society than in the past, and the advances of technologies have yet to be put to effective use to solve them. These technological advances and their effects on our lives, on the jobs landscape, and the demands on these technologies to solve societal problems are expected to grow further in the near future. In the wake of these, from a higher education point of view, there are tremendous challenges in keeping the curricula in the Computing/IT disciplines up-to-date and relevant. In this paper, we will (a) briefly trace the major milestones in the developments of Computing, Communications, and Information Technologies, (b) give an overview of the current pressing societal problems, (c) present the projected trends in jobs landscape, and (d) outline some ways of keeping curricula in Computing/IT relevant in the wake of the challenges.

Rethinking Electrochemical Science and Engineering Education

Electrochemical Science and Engineering is a particularly challenging subject to teach at the undergraduate/graduate level. The students need a substantial background in the physics of electrostatics, fields, potentials, and electrical circuits, solution chemistry, thermodynamics, mass transport and kinetics. They must also be versed in the underlying mathematics of differential and integral calculus. A lack of knowledge or retention of any of the aforementioned prerequisite subject areas can pose significant barriers to advanced learning. A minority of the students at The University of New Mexico have had some prior training in electrochemical research from internships at UNM, and National and Defense laboratories. The performance of the student interns was largely superior to the students with no direct laboratory experience. These students were generally much more engaged at achieving a better understanding of the underlying science behind their laboratory work. A major goal of the School of Engineering at UNM is to improve the comprehension and retention of key fundamental concepts and skills in the aforementioned areas for all students in the chemical engineering field and provide more opportunities for “hands on” learning and skills development. The Department of Chemical and Biological Engineering (CBE) at the University of New Mexico is engaged in a program to revolutionize engineering education by launching FACETS: Formation of Accomplished Chemical Engineers for Transforming Society. FACETS will revolutionize CBE by: (1) introducing "CIRE" design challenges in the core curriculum that are Community-, Industry-, Research-, and/or Entrepreneurship-based; (2) conducting professional development institutes that will train and mentor faculty and graduate students; workshops will be led by experts from industry and national laboratories, from the learning sciences, from engineering education and multicultural studies, for example the directors of UNM Native American Studies and Chicano/a Studies, and (3) create a digital badging system that will help students take ownership of their competencies and develop engineering identities and enable faculty to monitor and assess student outcomes and to engage in research on their teaching. We believe that this comprehensive approach towards modular learning and digital validation will improve our teaching of Electrochemistry and Electrochemical Engineering and heighten our student’s understanding of the subject material. We have prepared core concept modules with supporting experimentation in the subject areas of: Types of Electrochemical Cells, Solution Theory, Electrostatics, Electrolytes, Ionic Transport, Charged Interfaces, Electrochemical Thermodynamics, Batteries, Fuel Cells, Electrolysis, Electrodeposition, Electroanalysis and Environmental Electrochemistry.

The Analysis of Instrument of The Ability to Acting and Thinking Creatively Based Rasch Model

The development of student’s creativity was to answer the challenges of the 21st century curriculum. To know the aims of learning were reached, it was needed valid and reliable assesment. Research was conducted instrument development. The total sample testing instrument need 43 students from two schools who have used 2013 curriculum. Rater reliability data analysis using Hoyt’s formula with SPSS software application . Validity and reliability items analyzed using Rasch model with Winstep program. Results: The 22th items tried out form 2 dimensions factor, they were namely the figural and verbal factors. Conclusion: results from test run on reliability was 0,94. The instrument based on the catagories was of good quality item. Based on the analysis factor it was will necessary to do improvement toward the arrangement of measuring instruments. The instrument consisted of two dimensions of the main dimensions which were figural and verbal dimension. Figural dimension had 10 measuring items, while verbal dimension had 12 measuring items. Instrument was arranged based on the lowest to highest logit. Sugestion: it required test run using larger sample. Items was arranged rom the easiest to hardest items based on logit number on each dimension. The benefits of this study: to arrange the model formula to assess the ability of acting and thinking creatively based on comic in the learning.&#x0D;

Developing children’s motor skills in the Foundation Phase in Wales to support physical literacy

ABSTRACTInterest has grown internationally in the concept of physical literacy [Dudley, D. 2015. “A Conceptual Model of Observed Physical Literacy.” The Physical Educator 72: 236–260; Edwards, L., A. Bryant, R. Keegan, K. Morgan, and A. Jones. 2017. “Definitions, Foundations and Associations of Physical Literacy: A systematic Review.” Sports Medicine 47 (1): 113–126] acknowledging holistic embodied learning. This notion of embodied learning resonates with the play based approach of the Foundation Phase in Wales for children aged 3–7. With early childhood being the optimum age for developing Fundamental Motor skills, the primary purpose of this paper is to describe a programme (SKIP-Cymru) for developing pupils’ motor skills in the Foundation Phase. Drawing on Successful Kinaesthetic Instruction for Pre-schoolers (SKIP) [Goodway, J. D., and C. F. Branta. 2003. “Influence of a Motor Skill Intervention on Fundamental Motor Skill Development of Disadvantaged Preschool Children.” Research Quarterly for Exercise and Sport 74 (1): 36–46] and playful pedagogy [Howard, J., and K. McInnes. 2010. “Thinking Through the Challenge of a Play-based Curriculum, Increasing Playfulness via Co-construction.” In Thinking about play, edited by J. R. Moyles. Berkshire: Open University Press], SKIP-Cymru combines advocacy with leadership, training and mentoring for staff and parental engagement. Early exploratory data from an initial evaluation suggest SKIP-Cymru is a positive experience for staff and parents which improves pupils’ motor competence in both locomotor and object control skills. Limitations of the research design are discussed along with implications for future research.

Challenges and opportunities for a CAMPEP-accredited Medical Physics Graduate Program in Galway, Ireland

Established in 2002, this long running MSc in Medical Physics program was awarded CAMPEP accreditation in 2015, thus being one out of only two CAMPEP approved graduate programs outside North America. The program is a full-time, one-year taught master course delivered by a close university–hospital collaboration. This paper will give an outline of the current program structure and will identify challenges likely affecting the areas of teaching, research and course administration. Strategies to address these challenges will be discussed. Since the accreditation, the number of students enrolled in the program increased from 8 in 2015/16 and 16 in 2016/17 to 21 in 2017/18 and 25 in 2018/19. The number of non-EU students in these cohorts was 2, 5, 4, and 9 respectively. Non-EU students predominantly originate from North America and Saudi-Arabia. The total number of applicants averages at approximately 55 per year. A further increase in student intake has been advocated but might impact negatively on the quality of the clinical training which forms a vital part of the program. Students are given access to clinical systems for laboratory exercises as well as for pursuing research projects, thus gaining some clinical experience which will increase their employability. However, local clinical access has to be limited. In order to mitigate the situation, the program cooperates with medical physics departments nationwide and internationally. Curricular challenges arising from clinical implementations of ever-evolving technologies and from a rapidly changing medical physics landscape in general will be expanded on.

Developing learning abilities through flexible teaching strategies

The national Romanian curriculum challenges practitioners to apply it through educational and structured activities so as not to delineate the structure indicated by the national curriculum. Due to a common dialogue with other educational systems, the current Romanian educational system addresses at the micro-pedagogical level educational practices specific to other educational systems. The Finnish educational system manages to effectively combine current curriculum structures, the social vision based on trust and the implementation of educational software. This triad of components provides Finnish practitioners and foreign practitioners with the Finnish educational system, a design of educational activities validated by the educational outcomes. We wanted to discover the Romanian teachers' vision of the opportunities of the Finnish education system, as well as finding out about the continuous training of teachers in the national educational system.&#x0D; Keywords: Romanian curriculum, Finnish educational system, cooperation, curriculum implementation.

Development and Application of a Distributed Leadership Framework to the Curriculum Mapping of Quantitative Skills in First-Year Undergraduate Agriculture Degrees

Quantitative skills (QS), the ability to use mathematical and statistical reasoning in context, are considered essential threshold learning outcomes in Australian university agricultural courses (degrees). Curriculum mapping can be used to determine how the existing curriculum fosters the development of QS, and identify where opportunities for skills development are missing in the curriculum. To address the challenges of curriculum mapping this paper describes the development and application of a modified distributed leadership model based on the merging of Kotter’s eight steps for structural change (2014) and Jones, Hadgraft, Harvey, Lefoe and Ryland’s framework for distributed leadership (2014). Distributed leadership is built on the foundations of change theory, moving beyond the traditional leadership boundaries and has been increasingly used in higher education. This case study demonstrates how distributed leadership has been used successfully in determining the graduate level QS and driving the mapping process for the first-year curriculum. Curriculum maps showed when the QS were taught, practiced and assessed across 10 science degrees, including three agriculture degrees, at a regional Australian university. As a result, holistic curriculum changes were flagged with the aim of enhancing QS development for both on campus and distance learning students.

Evaluation of the geriatric curriculum implemented at Shiraz University of Medical Sciences, Iran, since 2017: A qualitative study

Background:Recently, there has been an increase in life expectancy due to improvements in nutrition, health, and sanitation. The aim of this study was to evaluate the geriatric curriculum in the field of general medicine at Shiraz University of Medical Sciences (SUMS), Iran to improve the quality of services provided to this population in the community.Methods:This was a qualitative study­­. Six educational hospitals and ambulatory centers of Shiraz University of Medical Sciences participated in this study. Within these centers, 15 medical education faculty members and educational experts, 6 medical students, 6 elderly patients and 6 nurses working in the university related to the geriatric field were selected using purposive sampling. Data were gathered through semi-structured interviews, focus group discussion and field observations in the teaching hospital and ambulatory setting of SUMS from June 2017 to May 2018. Based on the qualitative research, the data underwent conventional content analysis and the main themes were developed from this.Results:Three main themes were extracted from the data: effective clinical education, geriatrics curriculum challenges and promotion strategies for geriatric medicine. Subcategories that emerged were a competent curriculum teacher, a challenging program, management of resources, promotion of the program, and the revision required in the curriculum, which were related to other concepts and described in the real-world situation of the geriatric curriculum in the university, as observed in field observations.Conclusions:This study identified three concepts as main themes that can be used to explain how to implement a geriatric curriculum in a medical university. The main contributing factor to different views of the participants was identified as the revision required to the curriculum for integrative care in a geriatric patient. This should be taken into consideration while planning any programs and decisions aimed at education of medical students on this topic.

Audiovisual produzido por jovens surdos: um roteiro de inclusão e acessibilidade

Este trabalho analisa a relação entre educação e comunicação no contexto da educacional de surdos. A interface entre esses campos, para essa minoria, está baseada nas produções audiovisuais que têm desconsiderado as especificidades culturais e linguísticas da comunidade surda. Parte dessa produção cultural tem sido apenas adaptada por meio de legendas ou janelas de interpretação em língua de sinais, mas pouca produção é de autoria de surdos. A pesquisa investiga a produção audiovisual de alunos surdos na perspectiva da educação para as mídias. Analisa o telejornal O Jornal do Surdo, realizado pelos participantes em uma oficina de linguagem audiovisual, instrumento de pesquisa-ação. Os dados evidenciam a urgência em se desenvolver políticas de incentivo à realização audiovisual de alunos surdos, considerando a relevância da visualidade desses sujeitos para a criação de novas estéticas audiovisuais. Conclui que a inclusão de surdos na produção de novas linguagens amplia o espaço de participação no contexto audiovisual e viabiliza o empoderamento de realizadores surdos.

A narrativa de universitários cegos acerca de suas experiências acadêmicas

A educação inclusiva, enquanto modalidade transversal de ensino no Brasil tem exigido o desenvolvimento de estratégias pedagógicas no âmbito educacional, em específico, na Educação Superior. Atualmente, observa-se um número crescente de estudantes com deficiência ingressos nas diversas universidades brasileiras em diferentes cursos de graduação. Esta situação traz desafios aos processos de organização de currículo, avaliação e promoção de estratégias que contribuam com o acesso, permanência e conclusão destes estudantes. Nesta linha, este artigo tem por objetivo analisar as narrativas de estudantes universitários cegos acerca de suas experiências acadêmicas no Ensino Superior visando contribuir para a abertura de novos campos de inteligibilidade sobre o processo de inclusão nesse nível de ensino. O estudo foi desenvolvido em uma universidade brasileira (Distrito Federal), a partir da realização de entrevistas semiestruturadas com 02 estudantes cegos, durante um semestre letivo. A análise dos resultados culminou nos seguintes eixos temáticos: a) Os desafios curriculares, e b) Os sentidos acerca da inclusão acadêmica. Depreende-se da análise realizada, o desconhecimento por parte do universitário cego acerca dos direitos concernentes às estratégias adaptativas que devem ser acessadas no seu processo de escolarização. Além disso, as estratégias pedagógicas, quando desenvolvidas e ofertadas para os participantes, não se basearam em práticas pedagógicas específicas para o sujeito cego, mas em escolhas casuais e pessoais a depender dos seus respectivos professores.