EDUCATIONAL INCLUSION OF STUDENTS WITH VISUAL IMPAIRMENT: PERCEPTIONS AND PRACTICES

Authors

  • Simone Uler Lavorato Universidade de Brasília, UnB
  • Gerson de Souza Mól Universidade de Brasília, UnB

DOI:

https://doi.org/10.14571/cets.v10.n1.75-86

Abstract

Contemporary discussions on educational inclusion put the necessity of multidisciplinary approaches in perspective. In this sense, it requires the broadening of the concepts of social, political, economical and cultural disadvantages in order to surpass barriers and create goods and services that fulfill individual needs. Research and experiences have been developed aiming to identify and analyze what hinders the implementation of the rights of people with disabilities, further increasing the understanding of strategies for the inclusion of visually impaired students. Through a qualitative research, we aimed to identify the types of barriers encountered by students with visual impairments, in order to point possible tools and methods that promote the inclusive process out, aiming to recognize effective accessibility actions perceived by students. This paper proposes a reflection on promoting changes in the approach and attitudes under a new pedagogical perspective and the perception on the effectivity of education inclusion actions.

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Published

2017-03-16

Issue

Vol. 10 No. 1 (2017)

Section

Qualitative Research in Education, Technology and Society

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