Audio description as a possibility of inclusion in Arts activities at school

Abstract

This study examines the inclusive processes for students with visual impairments in high schools within the state-run educational system of Uruguaiana (RS), assessing the effectiveness of available actions and resources for their full inclusion. The research explores the coordination between Specialized Educational Assistance (AEE), regular classroom teachers, administrators, and families, as well as the infrastructure of Multifunctional Resource Rooms (SRM). The results indicate progress, such as established inclusion protocols and collaboration among stakeholders. However, significant weaknesses were identified, including the lack of ongoing training for both regular classroom and SRM teachers, hindering pedagogical adaptation. Another challenge is the scarcity of assistive technologies and accessible teaching materials, which are essential for the learning of students with visual impairments. School infrastructure is also insufficient, with limitations in SRMs, which often lack adequate equipment. These shortcomings undermine the effectiveness of inclusion, highlighting the need for greater investments in human and material resources. The study concludes that, although guidelines and efforts for inclusion exist, policy implementation remains flawed. To ensure inclusive and quality education, it is essential to train teachers, expand access to assistive technologies, and improve school infrastructure. The study emphasizes the importance of integrated action among public authorities, educational institutions, and the community to overcome barriers preventing the real inclusion of students with visual impairments.