A inclusão de alunos com deficiência visual na sala de aula dos anos iniciais do Ensino Fundamental: um estudo bibliográfico

Abstract

The research deals with the inclusion of students with visual impairments in the classroom in the early years of elementary school. It aims to analyze which methodologies and strategies are being used by teachers in the early years of elementary school to effectively include students with visual impairments in the regular teaching classroom. A search of articles was carried out using the descriptors “inclusion”, “visual impairment” and “teacher training” in elementary education over the last fifteen years on the journal portal of the Coordination for the Improvement of Higher Education Personnel (CAPES). After the consultation, eight articles were found that dealt with the research topic. However, three of the articles dealt with inclusion in higher education and two dealt with teacher training in secondary education and extension courses. Therefore, of the eight articles found, only one article actually dealt with inclusion in regular education, and two articles addressed the training of teachers in special education in regular education. The results revealed that the inclusion of students with visual impairment is a process that has been gradually strengthening in society, and that teachers have difficulties in creating inclusive methodologies to work on content in the classroom