Aprendizagens dos alunos com deficiência visual e o atendimento educacional especializado - AEE

Abstract

This paper addresses school inclusion and visual impairment in the context of an inclusive school. It has stemmed from a broader research entitled “An analysis of the new formats of science textbooks for students with visual impairments”, aiming at analyzing the relationships between the Specialized Educational Assistance (SEA) and the pedagogical work of teachers in the regular classroom. The research methodology included interviews with SEA teachers and students with Visual Disabilities (VD) attending the final grades of Elementary School in the Vale do Rio dos Sinos Region. Authors who supported the analyses have problematized inclusion as an imperative and from an in/exclusion process. This perspective has contributed to the discussion about the learning possibilities of students with disabilities, who have been regarded as included for receiving assistance, but who are the target of exclusionary practices even within and from the school. As a result, the learning of students with VD depends on assistive technology and resources, but fundamentally on the qualified intervention of the professional who works in SEA. It was identified the need to both establish an articulation with the regular classroom of those students, and formulate an inclusive proposal involving everyone.