Um olhar para a deficiência visual: a educação nos anos iniciais e os paradigmas da inclusão

Abstract

The present research aims to comprehend the educational transformation regarding inclusive education, specifically to the early years, and that contribute to an emancipatory education of visually impaired children. It is a bibliographic study, of qualitative approach, which uses theoretical sources as scientific articles, books, academic texts, and Laws related to the theme. The main authors who substantiated this research were: Amiralian (2003), Mantoan (2003) and Mendes (2006). The research is divided in two chapters. In the first one, concepts and issues that are fundamental to comprehend inclusion and visual impairment are presented, aiming at an inclusive and democratic society. In the second chapter, it is discussed the school, the continuing education of the teacher and the challenges to develop adapted activities for the visually impaired child. It is understood that children with any type of disability can and should be included in the same school environment as children without disabilities. The coexistence relationship of children with and without disabilities reflect on the recognition of diversity, which ensures to all those involved a collective constution that allow the subjects, teaching and learning observing singularities. The importance of the teacher’s pedagogical mediation adds knowledge acquired through initial and continuing education, which enables the visually impaired student to develop and learn from the eraly years.