Intermediation of images in the inclusion of students with visual impairment: the voices of the students of Colégio Pedro II

Abstract

This article presents part of the results of the doctoral research on the inclusion of students with visual
impairment in High School Colégio Pedro II, specifically evaluating the importance of image intermediation in
the inclusive education of this group. Inclusion is understood here as a possibility of full participation of
students with disabilities in the classroom, which occurs insofar as the school adapts to the student and not
vice versa (MRECH, 1999). Challenges involving teacher work are considered, asTardif and Lessard (2005)
note, contextualizing the ideas of these authors in the scope of incl usion. A case study was carried out through three focus groups composed of students with visual impairment, aged between 17 and 24 years. The parameter for data analysis is the accessibility to the image in the various disciplines which need to intermediate it. The results point to the importance of presenting tactile materials not only in NAPNE, but during the classes in the common class, as well as the promotion of teachers' access to these resources. It was also observed the possible absence of knowledge exchange among teachers. In addition, the relevance of reducing the number of students per class for the inclusion was verified. Because they are high school students, the testimonies are extremely rich in the analysis they make of their own inclusion, revealing where it is potent, just as their mishaps are reported.