The representations of graph-tactile images to the blind student in inclusive educational context
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/21934 |
Resumo: | In an attempt to find some answers to the needs arising from our educational practice with blind students, this exploratory study sought to understand the perceptions and the importance that blind students and special education teachers attach to representations of graph-tactile images. It also aimed to know its readability and identification among blind students and the appropriateness of its use in the present educational inclusion context. This kind of recognition implies a haptic perceptible digitality (tactile and kinaesthetic information), of active tact, essential to the way they prosecute and use figurative information. Based on the observation of six students with blindness (congenital and acquired), on the identification of embossed pictures and on the results of interviews to six special education teachers, it was possible to assume that the graph-tactile representation is important and relevant to the blind student in inclusive educational context. There is however still a long way to go in the construction and use of materials/embossed pictures to motivate the learning and to promote an environment propitious to inclusion. |
id |
UFSM-9_0e91fbb1c8c7786cf41bb57307e2c139 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/21934 |
network_acronym_str |
UFSM-9 |
network_name_str |
Revista Educação Especial (UFSM) |
repository_id_str |
|
spelling |
The representations of graph-tactile images to the blind student in inclusive educational contextAs representações de imagens grafo-táteis para o aluno cego no contexto educativo inclusivoBlindnessInclusionRepresentation of graph-tactileCegueiraInclusãoRepresentação grafo-tátil.In an attempt to find some answers to the needs arising from our educational practice with blind students, this exploratory study sought to understand the perceptions and the importance that blind students and special education teachers attach to representations of graph-tactile images. It also aimed to know its readability and identification among blind students and the appropriateness of its use in the present educational inclusion context. This kind of recognition implies a haptic perceptible digitality (tactile and kinaesthetic information), of active tact, essential to the way they prosecute and use figurative information. Based on the observation of six students with blindness (congenital and acquired), on the identification of embossed pictures and on the results of interviews to six special education teachers, it was possible to assume that the graph-tactile representation is important and relevant to the blind student in inclusive educational context. There is however still a long way to go in the construction and use of materials/embossed pictures to motivate the learning and to promote an environment propitious to inclusion.Na tentativa de se encontrarem algumas respostas para as necessidades decorrentes da nossa prática educativa com alunos cegos, este estudo, de caráter exploratório, teve como principal objetivo conhecer as perceções e a importância que os alunos cegos e os professores de educação especial (EE) atribuem às representações de imagens grafo-táteis. Pretendeu, igualmente, perceber a pertinência da sua utilização no contexto educativo atual de inclusão.Com base na observação de seis alunos com cegueira (congénita e adquirida), na identificação de imagens em relevo e no resultado de entrevistas efetuadas a seis professores de EE, foi possível concluir que a representação grafo-tátil é importante e pertinente para o aluno cego no contexto educativo inclusivo. Contudo, há ainda um longo caminho a percorrer na construção e utilização de materiais/imagens em relevo para motivar a aprendizagem e promover um ambiente facilitador da inclusãoUniversidade Federal de Santa Maria2017-04-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/2193410.5902/1984686X21934Special Education Magazine; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 9-26Revista de Educación Especial; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 9-26Revista Educação Especial; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 9-261984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/21934/pdfCopyright (c) 2017 Revista Educação Especialinfo:eu-repo/semantics/openAccessLiberto, AliceRibeiro, CéliaSimões, Cristina2017-08-08T17:50:50Zoai:ojs.pkp.sfu.ca:article/21934Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2017-08-08T17:50:50Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
The representations of graph-tactile images to the blind student in inclusive educational context As representações de imagens grafo-táteis para o aluno cego no contexto educativo inclusivo |
title |
The representations of graph-tactile images to the blind student in inclusive educational context |
spellingShingle |
The representations of graph-tactile images to the blind student in inclusive educational context Liberto, Alice Blindness Inclusion Representation of graph-tactile Cegueira Inclusão Representação grafo-tátil. |
title_short |
The representations of graph-tactile images to the blind student in inclusive educational context |
title_full |
The representations of graph-tactile images to the blind student in inclusive educational context |
title_fullStr |
The representations of graph-tactile images to the blind student in inclusive educational context |
title_full_unstemmed |
The representations of graph-tactile images to the blind student in inclusive educational context |
title_sort |
The representations of graph-tactile images to the blind student in inclusive educational context |
author |
Liberto, Alice |
author_facet |
Liberto, Alice Ribeiro, Célia Simões, Cristina |
author_role |
author |
author2 |
Ribeiro, Célia Simões, Cristina |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Liberto, Alice Ribeiro, Célia Simões, Cristina |
dc.subject.por.fl_str_mv |
Blindness Inclusion Representation of graph-tactile Cegueira Inclusão Representação grafo-tátil. |
topic |
Blindness Inclusion Representation of graph-tactile Cegueira Inclusão Representação grafo-tátil. |
description |
In an attempt to find some answers to the needs arising from our educational practice with blind students, this exploratory study sought to understand the perceptions and the importance that blind students and special education teachers attach to representations of graph-tactile images. It also aimed to know its readability and identification among blind students and the appropriateness of its use in the present educational inclusion context. This kind of recognition implies a haptic perceptible digitality (tactile and kinaesthetic information), of active tact, essential to the way they prosecute and use figurative information. Based on the observation of six students with blindness (congenital and acquired), on the identification of embossed pictures and on the results of interviews to six special education teachers, it was possible to assume that the graph-tactile representation is important and relevant to the blind student in inclusive educational context. There is however still a long way to go in the construction and use of materials/embossed pictures to motivate the learning and to promote an environment propitious to inclusion. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-04-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/21934 10.5902/1984686X21934 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/21934 |
identifier_str_mv |
10.5902/1984686X21934 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/21934/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 9-26 Revista de Educación Especial; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 9-26 Revista Educação Especial; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 9-26 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
_version_ |
1799944200632926208 |