Resumo:
This master’s research analyzed how the institutional communication of the Federal Institute of Espírito Santo (Ifes) can act as a catalyst for expanding access of people with Autism Spectrum Disorder (ASD) to technical education programs at the secondary level, from the perspective of inclusion and affirmative action. The study, conducted within the framework of the Professional Master’s in Education at the Federal University of Bahia (UFBA), was grounded in theoretical frameworks on public communication, accessibility, social marketing, plain language, universal design, access, and autism. A mixed-methods approach was employed, combining quantitative analysis of institutional data and qualitative interviews with students with autism from different Ifes campuses, aiming to identify communication barriers and propose access strategies. The results indicated that, although Ifes has implemented accessibility policies and affirmative actions, obstacles persist in the way information is communicated, especially in the admissions processes. The research highlighted the need to improve the language and communication channels used by the institution, adopting principles of communicational accessibility to expand the reach and understanding of information. As a technical-technological production (TTP), a Communication Plan to Enhance Access for People with Disabilities to Ifes was developed. Detailed in Appendix E, the plan presents a set of actions, goals, and guidelines to guide more accessible institutional communication, with special attention to the needs of audiences with diverse communicative profiles, such as individuals with ASD. The experience revealed that communication, when humanized, strategic, and accessible, not only informs but also guarantees access to rights and promotes effective inclusion.
