The student educational process with visual disabilities: an analysis of theses studies on the topic

• Autor(a) principal: Uliana, Marcia Rosa
• Data de Publicação: 2017
• Outros Autores: Gerson, Mól Souza
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/20289
• topic: Visual impairment; Educational process; Inclusion; Deficiência visual; Processo educacional; Tese

The purpose of the study reported in this was to inventory and discuss the theses that had as object of study the student educational process with visual disabilities in Brazil. For this purpose, a bibliographical research was conducted in a qualitative approach that had as a data source 50 abstracts of theses, located in theses banks available online, which addressed issues related to student educational process visually impaired. In this article we present and discuss some general aspects of these theses: Courses institutions graduate; names of programs; approach to research; tools for data collection; objectives of the research; subjects involved; and knowledge areas of these studies. However, our main elements of analysis were the thematic focus of study within the educational processes involving student with visual impairment and the results of such research. The investigated aspects led us to conclude that although students with visual disabilities to be as capable as others are not experiencing efficient inclusion processes, as they lack textbooks in braille, adapted learning materials, adequate physical structures to their needs, teachers who know their particularities, and plan classes using essential resources for real inclusion. However, despite some theses present successful actions in the training of teachers able to favor the inclusion of visually impaired students, a good portion of them alert to the fact that most teachers show up unprepared for the inclusion of students with visual impairment in Basic Education schools.