A educação e as possibilidades de inclusão de deficientes visuais : materiais didáticos pedagógicos

Abstract

Today in the world we live in there are still many prejudices regarding people with disabilities, where people with visual, hearing and cognitive impairments can be cited, however, find researchers like Freitas, Burkle and Oliveira who propose to study different ways to minimize the matter involving prejudice to which people are exposed to and that make it impossible to have equal opportunities in society. The reality of individuals with disabilities in the context of the vision was replaced with an inclusive vision, where education was a very important part in this change, and so it was necessary to win a major transformation which until that very moment, the disabled had been set aside in education, therefore, the student was attended only separately or even excluded them, which marked a departure from society. The student who is visually impaired, as well as any other individual, need educational interventions more connected to their real needs, the limitations provided by the visually impaired can not prevent the wearer to express their potential in other activities that may favor the other senses, because even in people classified as "normal" is not noticeable use full of all the senses. The process of inclusion of people with special needs in school and society requires specific knowledge of professionals who are involved in this process to make it happen, given the vision of an inclusive school, it is believed that knowledge about adaptations in curricula and adapted didactic and pedagogical resources, by teachers of the regular school system that have students with special needs, can become a facilitator for such inclusion. This study aimed to analyze what teaching methods that can be used for the inclusion of the visually impaired in education. The methodology used was literature. The study identified some of the main methods and techniques used for the inclusion of the visually impaired. Among these various methods, some are suggested by the aforementioned authors as necessary for schools to be truly inclusive, such as books adapted to the Braille system. It is worth considering the need for teacher training for the use of didactic teaching materials for students with visual impairment.