Estratégias utilizadas por professores da escola regular no processo de ensino-aprendizagem de crianças com deficiência visual

Abstract

The knowledge about visual impairment (VI) including the use of appropriate mediation strategies are crucial in the learning process of children with visual disabilities. According to the Vigotskyan point of view, the development of cultural functions of thought and action of these children follow the same laws of development observed in children without VI. This exploratory study, inteded to trace the strategies used by regular school teachers in teaching VI children enrolled in primary schools (public and private) in the metropolitan área of Maceió. Data were obtained through systematic observation and checklist designed to map teaching strategies. Semi-structured interviews were conducted aiming to draw the teachers profile and their conceptions about VI. The results show that teachers have limited knowledge about VI, and lack of training to deal with these children. Itwas also noted and absence of strategies involving planning and appung specific materials and resources to work with VI children. The results of this research have the potential to contribute in the develoment of resources that help teachers in their own assessment about the teaching-learning process VI children.