PEDAGOGICAL PRACTICES FOR THE VISUALLY IMPAIRED IN REGULAR EDUCATION

Abstract

The study "Pedagogical Practices in the Teaching-Learning Process of the Visually Impaired in Regular Education" aims to understand the main factors that need to be analyzed before planning any pedagogical practice present in the dynamics of school activities for students with blindness and low vision. The research considered the following specific objectives: - Stimulate the curiosity and enjoyment of students with blindness and low vision in carrying out school activities; - Analyze the concept of psychological systems and their value for reflecting on educational intervention in the context of visual impairment; - Implement educational experiences that promote the autonomy and citizenship of people with visual impairment. The investigative process was generated by the question: how can alternative teaching materials be used to support the teaching-learning process of students with blindness and low vision in a school environment with diverse students and in class time shared by all? The methodology employed was bibliographic research, using bibliographical materials, the internet, and other sources of a similar nature. The qualitative approach was used, considering the principles of Content Analysis. This resulted in the following inference: the social role of schools and their commitment to providing a more just and democratic educational process are essential for the development of knowledge and the implementation of inclusionist policies. It is the schools' fundamental duty to provide appropriate services for the special needs of these students. This study concludes by emphasizing that through assistive technologies or low-cost alternative teaching materials, it is possible to promote and equalize opportunities for all students, whether they have disabilities or not.