Training teachers to teach blind and low vision students: a study developed at the Federal University of São Carlos

Abstract

One of the current concerns with the arrival of students with special educational needs in regular schools is the training of teachers for effective action in inclusive education contexts. Many of the regular schoolteachers complain that they did not receive adequate training for this work in their initial training. Considering this reality, this research sought to know the self-efficacy beliefs of undergraduate students (prospective teachers) of the Universidade Federal de São Carlos (UFSCar) in relation to their training to work in inclusive contexts that have blind students or low vision students. A questionnaire was developed with seven questions that sought to analyze whether the participants – prospective teachers – felt able to work in groups with visually impaired or low vision students and if the participants believed that they were receiving adequate training to perform this task. The collected data indicate that the graduates present a low belief of self-efficacy in their formation and possible practice in an inclusive class.