Teaching Mathematics for people with visual disabilities

Some reflections on/in Specialized Educational Service

Abstract

This article brings an excerpt from a Master’s research, already completed, on Specialized Educational Assistance (AEE) for visually impaired students in the State Education Network in Campo Grande/MS. Such research was carried out in a school in the central area of the municipality where there is a Multifunctional Resource Room (MRS), and, as a general objective, we sought to understand how Mathematics is worked in this space. In addition, it also aimed to understand how the professional who practices such a function performs this work. To develop the research, a qualitative approach was adopted using the ethnographic nature as a basis. Of the students assisted by SRM, we invited two students with visual impairments to participate in the research. To this end, we asked permission to observe their appointments, when we created our logbook, and for them to grant us an interview at the end of the observation period. Them both studied at the State Center for Youth and Adult Education and were in different cycles of Basic Education. We also interviewed three teachers, all specialists in Special Education with experience in working with SRM, mainly with visually impaired students. Here, we will present an analysis based on some excerpts taken from the narratives that portray the work in the Multifunctional Resource Room and observations made in the logbook. As a conclusion, we observed that the Mathematics worked in the AEE is adequate to the needs of the visually impaired student, with concrete and/or methodological pedagogical resources, and it seeks to be a service that guarantees the understanding of the contents in the way they need, through didactic strategies, so that the construction of the presented concept is possible.