Importância da adaptação dos recursos pedagógicos para a alfabetização da criança com baixa visão: práticas e saberes

Abstract

The school inclusion of children with low vision has been a constant challenge for education professionals and teaching networks, often these children are unable to have significant access to pedagogical resources due to their non-adaptation to meet their needs. We know that Braille is the writing system used by people who are blind or have low vision, however, in the face of many obstacles, such as the lack of trained teachers, a majority of children do not have access to the system, requiring the teacher to make other adaptations of the pedagogical resources to be used. In the present work, a bibliographical survey was carried out with a descriptive and qualitative methodology about the importance of adapting pedagogical resources for the literacy of children with low vision. The main objective was to investigate how such adaptations occur and how they imply the literacy process of the referred public. This research is justified by the need to better understand the adaptations made in the classroom so that teaching and learning occur satisfactorily. With the results obtained, it was noticed that the student with low vision appropriates knowledge in a significant way, for that it is enough to have his specific needs met, in addition, it was also inferred that the adjustments in the pedagogical material to attend the child of low vision, is, most of the times, low cost, being only necessary that the literacy professional recognizes the importance of using them in the classes.