Pertencimento de alunos com necessidades educacionais especiais em cursos de ciência da computação: uma revisão de literatura.

Abstract

Belonging is an important component to students' academic and personal success, especially for those with special educational needs (SEN), who face additional barriers in learning environments. In Computer Science courses, this feeling is even more relevant due to the cognitive demands of these disciplines. This literature review aims to investigate how belonging has been approached in studies on students with SEN in Computer Science courses. To this end, a systematic search was carried out in databases, such as Scopus and ScienceDirect, for articles published between 2014 and 2024, using keywords such as "special educational needs", "higher education" and "computer sciences". Reviews, dissertations and theses were excluded, resulting in the selection of 18 articles for analysis. The results indicate that the main barriers faced by students include access to assistive technologies, financial and bureaucratic barriers, stigma and lack of pedagogical training for teachers. Studies also highlight the need for adapted curricula, social and emotional support environments, and the creation of support networks. The conclusions highlight the importance of universal design, inclusive pedagogical practices and clear institutional policies that guarantee the full inclusion of students with SEN in Computer Science courses. The review provides recommendations to guide educators and institutions in building more inclusive, equitable, and welcoming environments.