O ensino de qualidade de alunos deficientes visuais: desafios para inclusão

Abstract

This work addresses a disability that is still little talked about, although the topic of inclusion is currently more focused, this work deals with visual impairment and the challenges that students with this disability face in order to be included in regular classrooms. A disability whose characteristics are the loss of vision detected shortly after birth or acquired throughout life. It aims to draw attention to the issue of including these students with visual impairments in regular classrooms and understand whether the school is prepared to receive and include them significantly, see whether pedagogical practices should be rethought and show some ways in which adapt them, so that they feel like they belong in the scenvironment. To this end, qualitative bibliographical research was carried out, based on some authors such as Silva and Garcez (2019) where they mention Vygotsky, one of the greatest theorists who contributed to the area of disability, Gil (2017) among others. The importance of the study is due to the fact that the school space is not yet fully ready to receive these students, it is still inadequate, due to the lack of students with this type of disability enrolled in the regular education network. And that the inclusion and organization of classrooms, adapting activities becomes more effective and through professional training so that they can be more confident in their educational practices