Inclusão de alunos que apresentam deficiência visual na educação superior: adaptação de material didático

Abstract

With this work we tried to study the inclusion and retention of pupil with visual impairment in Higher Education, through a survey of the difficulties these students have faced in terms of access to learning materials and steps taken by their teachers to address these situations. We sought in this universe, investigate teacher training to work with Special Education and Inclusive, considering it important to address this issue in higher education, for the students with disabilities in regular education system in the short / medium term process has made with which they come to the University. In this perspective, it was observed that despite achieving a significant number of articles and studies in the area of Inclusive Education, is still sparse production that treats the subject in Higher Education. Starting with the actual legislation that prints taking attitudes of educational institutions to meet the specific needs of students with disabilities and, through literature, we could also observe that the inclusion still causes tensions between prescribed and lived. Therefore, the objective with this study, analyze the procedures used by teachers in a University of Baixada Fluminense for adaptation of educational material with a view to the inclusion of people who have visual impairments and their role to provide specialized educational support. The theoretical approach to the issues related to the Inclusive Education, Visual Impairment, and Public Policy Inclusion, Accessibility and Social Inclusion, anchored in Mendes (2010), Mazzotta (2005), Ochaíta and Espinosa (2004), Fernandes and Orrico (2012), Beyer (2010), and Glat Pletch (2010). Based on the concepts of Light and Melo (2005), Costa and Rouber (2009) and Glat and Nogueira (2003), followed by theoretical studies with respect to Higher Education, and through the concepts of Mendes (2010), Gil (2012) , Cury (2008), Antunes and Glat (2011) and Lipp et al (2002), matters relating to teacher education have been treated. A qualitative methodology was configured as Case Study, from the assumptions of Stake (1994) adapted by André (2006), and for data collection was used interview guide. For analysis and discussion of results, we worked with Content Analysis, established in accordance with the prospect of Bardin (2009). For this paper, the highlights are the following categories: Training in Special Education; Pedagogical Resources for Adaptation and Learning Materials Reviews and; Interaction and Participation of students who have Visual Disabilities. The results show that 76% of respondents have a lack of studies on the topic explaining the difficulty they have in identifying educational resources for adaptation of teaching materials. However, it was concluded that teachers are already looking, somehow fill out this gap seeking alternatives that may assist them in the teaching-learning process to realize the importance given to group activities, such as teaching procedures. We could also confirm that the promotion of inclusion should not happen only for reasons of public policy, but as a matter of citizenship, human rights and awareness of all members of society.