Psychopedagogists’ Conceptions of the Learning Process and Psychopedagogical Interventions Involving University Students with Disabilities and/or Learning Difficulties

Abstract

This study aimed to describe psychopedagogists’ views on the factors intervening in the learning process of university students with disabilities and/or learning difficulties. These students were attended by an institutional psychopedagogical service at a Brazilian university. Thus, the study also aimed to outline the main interventions carried out in this context. Five professionals who attended the students were interviewed and a qualitative content analysis of their responses was conducted. The results indicate emotional aspects were highlighted as factors that, according to the psychopedagogists, interfere with students’ learning process. Adapting psychopedagogical interventions to adults was considered a challenge by professionals, who emphasized the use of listening and emotional support as central tools in this process, even though some participants believed such tools are not traditionally used in psychopedagogical protocol.