Psychology extension practices

: inclusion experiences with people with disabilities

Abstract

To analyze the extension experiences developed by Psychology students in institutions that provide services to people with disabilities, identifying their contributions to the articulation between academic education and community reality, as well as to the understanding of inclusion practices. The study sought to answer how extension practices developed within Psychology education, in institutions serving people with disabilities, contribute to the articulation between academic education, social reality, and the understanding of inclusive practices. This is a descriptive study with a qualitative approach, developed from the systematization of an extension experience carried out during the first semester of 2024 in institutions located in Caçador, Santa Catarina, Brazil. Information was obtained from records of observations conducted during the activities and subsequently organized through thematic and descriptive systematization into three axes: care and reception, inclusion and development, and academic education. The results revealed practices aimed at reception, autonomy, and participation of people with disabilities, as well as difficulties related to resources and institutional conditions. For the students, the experiences provided contact with different forms of care and concrete situations related to inclusion. It is concluded that the extension experiences contributed to bringing Psychology education closer to community reality and broadened students' understanding of inclusion practices involving people with disabilities.