School Inclusion and Low Vision: An Experience Report
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/1769 |
Resumo: | This paper aims to present a case study whose object deals with the pedagogical questions of a young person with visual impairment (low vision), 16 (sixteen) years old, enrolled in the 8th grade of Elementary School II and aspects related to perception from the teacher of Specialized Educational Attendance (AEE) and the family about the student's learning processes and school inclusion. We present reflections based on the foundations of Special Education in an inclusive perspective in which we consider ESA an important strategy for promoting the process of school inclusion. In this experience report, the AEE teacher collaborates with the adaptation of activities and assessments and guidance to teachers regarding the strategies to enable student inclusion. The Multifunctional Resource Room provides students with access to software such as Dosvox and other accessible computing resources, tailored activities and the use of concrete materials. As for the family, the mother demonstrates an overprotective posture with regard to stimulating the autonomy and independence of the child. We consider that the school was attentive to the educational needs of the student. However, we realize that the family x school relationship needs strengthening, so that together they can build a systematization of routines and activities that seek to motivate the student to develop their autonomy, aiming at their full development. |
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School Inclusion and Low Vision: An Experience ReportInclusión escolar y baja visión: un informe de experienciaInclusão Escolar e baixa visão: um Relato de ExperiênciaDeficiência visualInclusãoEscola.Discapacidad visualInclusiónEscuelaVisual ImpairmentInclusionSchool.This paper aims to present a case study whose object deals with the pedagogical questions of a young person with visual impairment (low vision), 16 (sixteen) years old, enrolled in the 8th grade of Elementary School II and aspects related to perception from the teacher of Specialized Educational Attendance (AEE) and the family about the student's learning processes and school inclusion. We present reflections based on the foundations of Special Education in an inclusive perspective in which we consider ESA an important strategy for promoting the process of school inclusion. In this experience report, the AEE teacher collaborates with the adaptation of activities and assessments and guidance to teachers regarding the strategies to enable student inclusion. The Multifunctional Resource Room provides students with access to software such as Dosvox and other accessible computing resources, tailored activities and the use of concrete materials. As for the family, the mother demonstrates an overprotective posture with regard to stimulating the autonomy and independence of the child. We consider that the school was attentive to the educational needs of the student. However, we realize that the family x school relationship needs strengthening, so that together they can build a systematization of routines and activities that seek to motivate the student to develop their autonomy, aiming at their full development.El objetivo de este trabajo es presentar un estudio de caso cuyo objeto aborde las preguntas pedagógicas de un joven con discapacidad visual (baja visión), 16 (dieciséis) años, matriculado en el octavo grado de la escuela primaria II y aspectos relacionados con la percepción. del profesor de Asistencia Educativa Especializada (AEE) y la familia sobre los procesos de aprendizaje del alumno y la inclusión escolar. Presentamos reflexiones basadas en los fundamentos de la educación especial en una perspectiva inclusiva en la que consideramos que la ESA es una estrategia importante para promover el proceso de inclusión escolar. En este informe de experiencia, el maestro AEE colabora con la adaptación de actividades y evaluaciones y orientación a los maestros con respecto a las estrategias para permitir la inclusión de los estudiantes. La sala de recursos multifuncionales proporciona a los estudiantes acceso a software como Dosvox y otros recursos informáticos accesibles, actividades personalizadas y el uso de materiales concretos. En cuanto a la familia, la madre muestra una postura sobreprotectora con respecto a estimular la autonomía e independencia del niño. Consideramos que la escuela estuvo atenta a las necesidades educativas del alumno. Sin embargo, nos damos cuenta de que la relación familia x escuela necesita fortalecerse, para que juntos puedan construir una sistematización de rutinas y actividades que busquen motivar al estudiante a desarrollar su autonomía, con el objetivo de su pleno desarrollo.Este trabalho tem por objetivo apresentar um estudo de caso cujo objeto trata das questões pedagógicas de um jovem com deficiência visual (baixa visão), com 16 (dezesseis) anos de idade, matriculado no 8º ano do Ensino Fundamental II e os aspectos relacionados à percepção da professora do Atendimento Educacional Especializado (AEE) e da família sobre os processos de aprendizagem e inclusão escolar do estudante. Apresentamos reflexões pautadas nos fundamentos da Educação Especial numa perspectiva inclusiva em que consideramos o AEE uma importante estratégia de promoção do processo de Inclusão escolar. Neste relato de experiência a professora do AEE colabora com a realização de adaptações em atividades e avaliações e na orientação aos professores quanto às estratégias para viabilizar a inclusão do estudante. Na Sala de Recursos Multifuncionais é oportunizado ao estudante o acesso a softwares como o Dosvox e outros recursos da informática acessível, atividades adaptadas e a utilização de materiais concretos. Quanto à família, a mãe demonstra uma postura superprotetora, no que diz respeito ao estímulo à autonomia e independência do filho. Consideramos que a escola esteve atenta às necessidades educacionais do estudante. Entretanto, percebemos que a relação família x escola carece de um fortalecimento, para que juntas possam construir uma sistematização de rotinas e atividades que busquem motivar o estudante ao desenvolvimento de suas autonomias, objetivando seu pleno desenvolvimento.Research, Society and Development2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/176910.33448/rsd-v9i1.1769Research, Society and Development; Vol. 9 No. 1; e195911769Research, Society and Development; Vol. 9 Núm. 1; e195911769Research, Society and Development; v. 9 n. 1; e1959117692525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/1769/1593Copyright (c) 2020 Andréia Xavier da Silva Oliveira, Andréia Gomes da Silva, Edilayne Christina Souza Cavalcanti Dias, Lucia de Araújo Ramos Martinsinfo:eu-repo/semantics/openAccessOliveira, Andréia Xavier da SilvaSilva, Andréia Gomes daDias, Edilayne Christina Souza CavalcantiMartins, Lucia de Araújo Ramos2020-08-19T03:04:08Zoai:ojs.pkp.sfu.ca:article/1769Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:26:40.935877Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
School Inclusion and Low Vision: An Experience Report Inclusión escolar y baja visión: un informe de experiencia Inclusão Escolar e baixa visão: um Relato de Experiência |
title |
School Inclusion and Low Vision: An Experience Report |
spellingShingle |
School Inclusion and Low Vision: An Experience Report Oliveira, Andréia Xavier da Silva Deficiência visual Inclusão Escola. Discapacidad visual Inclusión Escuela Visual Impairment Inclusion School. |
title_short |
School Inclusion and Low Vision: An Experience Report |
title_full |
School Inclusion and Low Vision: An Experience Report |
title_fullStr |
School Inclusion and Low Vision: An Experience Report |
title_full_unstemmed |
School Inclusion and Low Vision: An Experience Report |
title_sort |
School Inclusion and Low Vision: An Experience Report |
author |
Oliveira, Andréia Xavier da Silva |
author_facet |
Oliveira, Andréia Xavier da Silva Silva, Andréia Gomes da Dias, Edilayne Christina Souza Cavalcanti Martins, Lucia de Araújo Ramos |
author_role |
author |
author2 |
Silva, Andréia Gomes da Dias, Edilayne Christina Souza Cavalcanti Martins, Lucia de Araújo Ramos |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Oliveira, Andréia Xavier da Silva Silva, Andréia Gomes da Dias, Edilayne Christina Souza Cavalcanti Martins, Lucia de Araújo Ramos |
dc.subject.por.fl_str_mv |
Deficiência visual Inclusão Escola. Discapacidad visual Inclusión Escuela Visual Impairment Inclusion School. |
topic |
Deficiência visual Inclusão Escola. Discapacidad visual Inclusión Escuela Visual Impairment Inclusion School. |
description |
This paper aims to present a case study whose object deals with the pedagogical questions of a young person with visual impairment (low vision), 16 (sixteen) years old, enrolled in the 8th grade of Elementary School II and aspects related to perception from the teacher of Specialized Educational Attendance (AEE) and the family about the student's learning processes and school inclusion. We present reflections based on the foundations of Special Education in an inclusive perspective in which we consider ESA an important strategy for promoting the process of school inclusion. In this experience report, the AEE teacher collaborates with the adaptation of activities and assessments and guidance to teachers regarding the strategies to enable student inclusion. The Multifunctional Resource Room provides students with access to software such as Dosvox and other accessible computing resources, tailored activities and the use of concrete materials. As for the family, the mother demonstrates an overprotective posture with regard to stimulating the autonomy and independence of the child. We consider that the school was attentive to the educational needs of the student. However, we realize that the family x school relationship needs strengthening, so that together they can build a systematization of routines and activities that seek to motivate the student to develop their autonomy, aiming at their full development. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-01 |
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 |
https://rsdjournal.org/index.php/rsd/article/view/1769 10.33448/rsd-v9i1.1769 |
url |
https://rsdjournal.org/index.php/rsd/article/view/1769 |
identifier_str_mv |
10.33448/rsd-v9i1.1769 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/1769/1593 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 1; e195911769 Research, Society and Development; Vol. 9 Núm. 1; e195911769 Research, Society and Development; v. 9 n. 1; e195911769 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052644697571328 |