Educação escolar de pessoas com deficiência visual: a prática docente em evidência

Abstract

Study linked to the Professional Master's Course of the Postgraduate Program in Public Policies and Educational Management at the Federal University of Santa Maria, in the line of research on Pedagogical Management and Educational Contexts. When considering the current school context in which the inclusion of students with disabilities, Autism Spectrum Disorder - ASD and High Skills / giftedness – HS / IG, among them, students with visual impairment, it is an existing reality and guaranteed by current legislation, theoretical-practical evidence shows that there are difficulties on the part of teachers in carrying out pedagogical practices that meet the specific learning needs of students with visual impairments. Thus, the main objective of this research is to identify the principal teaching strategies used and the difficulties encountered by Basic Education teachers to develop pedagogical practices that effect the school inclusion of visually impaired students in regular education. The research follows the qualitative approach, with an exploratory and descriptive character. For data collection, questionnaires and qualitative interviews were used, answered by the four teachers participating in the research. Data analysis was carried out through the analysis of categorical content. It is concluded that the teaching strategies used by teachers are focused on the articulation with the school team and the performance towards the student / family. Regarding the difficulties encountered by teachers, these include academic training, school organization / management, belonging to Special Education, school inclusion and family participation. It was also shown that the infrastructure, physical space and resources, interfere in the school inclusion process. The product of this research, a placement test script, was developed based on the data collected, aiming to help so that the training offered by the municipal education network can meet the training needs of teachers. The intention is to use it to make a survey of the teachers' training demands, especially in the area of visual impairment and, from there, direct the academic formations. It is estimated that this study may contribute to the expansion of knowledge in the area of Special Education, Inclusive school education and visual impairment, as well as enabling teachers who work with visually impaired students to rethink teaching practices for visually impaired students.