The multisensorial pedagogy in blind or low vision children

Abstract

Based on concerns about the relationship between imagination, language and learning of the visually impaired student, we bring, in this work, reflections about the theme, based on physiological, psychological and social aspects. For this task a discussion was made about what is visual impairment, about learning mechanisms of visually impaired children, besides aproaching the importance of the multisensory didactics, of Soler, so that these students can have access to the contents in a clear and proper manner. In this context, an approach about synaesthesia in humans is made. Further, we discuss the cognitive processes of the visually impaired child, their imagination and their creative power through language and multisensoriality. This work does not intend to be conclusive regarding the imaginary of a visually impaired, but provocative, inviting the reader to reflections and dialogues about the theme refered.