Experiência de professores de Odontologia do Brasil no ensino de pessoas com deficiência: um estudo transversal

Abstract

The inclusion of students with disabilities in higher education, particularly in Dentistry programs, faces challenges related to faculty training, pedagogical practices, and institutional conditions. This analytical cross-sectional study aimed to investigate the experience of Brazilian Dentistry faculty in teaching students with disabilities. A total of 464 faculty members participated, with a mean age of 44.4 years. Data was collected through an online questionnaire, developed based on the literature and adapted to the context of Dentistry, comprising 22 questions. Recruitment was conducted through different dissemination strategies. Data were analyzed using Jamovi software through descriptive and inferential statistics, using the chi-square test, Fisher’s exact test, Welch’s ANOVA, and Games-Howell test, in addition to multiple binary logistic regression. Most faculty members were female (64.7%), held a doctoral degree (73.1%), and worked at private institutions (50.2%). Most had no previous experience teaching students with disabilities (60.1%), had not received specific training (77.2%), and did not participate in institutional inclusion programs (76.1%). Although 58.0% reported knowledge of the difficulties and abilities of these students, only 37.1% reported making clinical adaptations. Among pedagogical adaptations, modifications to teaching methods (28.0%) and materials (22.6%) were the most frequent. Teaching experience was associated with educational level, training, knowledge, and participation in inclusion programs (p<0.001). In multiple logistic regression, training (OR=3.04; 95%CI: 1.78–5.20), participation in inclusion programs (OR=2.03; 95%CI: 1.20–3.44), knowledge (OR=3.61; 95%CI: 2.11–6.19), and age (OR=1.022; 95%CI: 1.00–1.04) remained associated with teaching experience (p<0.05).