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This research identified that the main barriers to learning for physically disabled students are: physical, attitudinal and communication, because many schools still don't have adapted physical structures and professionals trained to deal with different disabilities. It was noted that there is a need to adapt the academic environment to overcome the barriers that interfere with the teaching-learning process of physically disabled students, such as: building access ramps, wheelchair-accessible toilets, hiring Libras and Braille teachers, reducing prejudice and assistive media. The descriptive research used a questionnaire, mediated by an interview, as a data collection tool. It was noted that the failure to provide conditions for access, permanence, success and guaranteeing quality standards in this process has an impact on learning difficulties, low grades and the interaction process of these students. This work served as a guide for eliminating physical, attitudinal and communication barriers to learning for the physically disabled.
About the author
Eliene Germana Pires (Physical Defence) -Theologian from CETET-GO (1994); -Pedagogue from FECHA in Anicuns-Goiás (1998). -Specialised in Portuguese Language and Literature, School Planning, Biology. -Currently studying for a Professional Master's Degree in Education at FIG-Brasília-Go (Dissertation: the same subject: Physical Defence).
