Inclusive Education emerged from the desire of organized movements that fight for the rights
of people with disabilities, which includes education in institutional environments at all levels
of education. In this dissertation, the topic of inclusion of students with disabilities at the
Federal Institute of Piauí – IFPI is addressed. To this end, we started with the following research
question: how do students with disabilities, global developmental disorders and high
abilities/giftedness perceive the public policies for access and retention in higher education
courses at the Federal Institute of Piauí? The general objective of this study is to understand
how students with disabilities, pervasive developmental disorders and high abilities/giftedness,
from IFPI higher education courses, perceive public inclusive education policies. This research
adopts a qualitative approach, descriptive in nature, and employs a combination of
bibliographic, documentary and field research methods in its technical procedures. In relation
to field research, conversation circles were held, with the participation of 10 students, enrolled
on the IFPI campuses in Angical, Teresina Central and Teresina Zona Sul. The data were
systematized and analyzed based on the analytical categories constructed from the IRAMUTEQ
Software and the use of Bardin Content Analysis. The results indicate that IFPI, despite being
in compliance with educational regulations regarding the inclusion of students with disabilities
in higher education, faces significant challenges that affect the retention and academic
performance of these students. Studies indicate that the actions developed by the Centers for
Assistance to People with Specific Needs - NAPNE contribute to the permanence and success
of students with disabilities in the institution. The results further reveal that students continue
to face challenges related to accessibility, including communication and attitudinal obstacles
that negatively impact their academic progress. The study emphasizes the importance of raising
awareness among the entire academic community about the need to implement inclusive
practices that eliminate communication and attitudinal barriers in the educational environment.
This is essential to ensure that the students in question not only have the opportunity to join the
institution, but also to remain there and achieve academic success.
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