Inclusion in Higher Education: An Analysis of Teaching Materials for Deaf Students

This study investigates the challenges of promoting accessibility for deaf teachers and students in higher education, focusing on the development of inclusive teaching materials. A qualitative case study was conducted in ten teacher training programmes at the Federal University of Alagoas (Brazil), including nine distance learning courses and one face-to-face LIBRAS programme. Analysis of the Virtual Learning Environment revealed a predominance of text-based content, with limited use of Libras videos, visual resources, or assistive technologies. The integration of Brazilian Sign Language into teaching practices was minimal, and digital translation tools were rarely used or contextually appropriate. Educators reported limited training, technical support, and institutional guidance for the creation of accessible materials. Time constraints and resource scarcity further hampered inclusive practices. The results highlight the urgent need for institutional policies, continuous teacher training, multidisciplinary support teams, and the strategic use of digital technologies and Artificial Intelligence (AI). Compared with previous studies, significant progress has been made. The present study highlights the establishment of an Accessibility Centre (NAC) and an Accessibility Laboratory (LAB) at the university. These facilities are designed to support the development of policies for the inclusion of people with disabilities, including deaf students, and to assist teachers in designing educational resources, which is essential for enhancing accessibility and learning outcomes. Artificial intelligence tools—such as sign language translators including Hand Talk, VLibras, SignSpeak, Glove-Based Systems, the LIBRAS Online Dictionary, and the Spreadthesign Dictionary—can serve as valuable resources in the teaching and learning process.