I Congresso Internacional sobre a Criança e o Adolescente - Sta Cruz de Cabralia - Bahia julho/2010
DID YOU SEE? - THE "VIEW" OF BLIND CHILDREN IN THE CONSTRUCTION OF CONTENT AND EVERYDAY SCHOOL
AUTHORS: NERY, NEIDE AP., AND DARAKJIAN, CARLA
ABSTRACT
The regular school as educational space for everyone is being every day more challenged by their everyday practices. The discussion about the inclusion of all in this environment has recently demanded innovative political and pedagogical proposals that encourage individual differences and ensure equal opportunities to the students. Above all, the resistance to the paradigm shift has taken this ambience to select a portion of the population that adapts well to the demands that this pedagogical model determines.
The lack of suitable material can lead the learning of the visually impaired child to a mere verbalism, detached from reality. The formation of concepts depends on intimate contact between the child and the things of the world. As a child with normal vision, the blind need motivation to learn.
The process of inclusion of the visually impaired count on family, school, teachers work, thus, there was the need for adapted materials, a different view, and above all, the preparation of teachers.
KEY-WORDS.
Inclusion. Methodology. Formation of Concepts. Pedagogic resources. Visual impairment. Family. Teachers.
INTRODUCTION
Another day in the waiting room, a child who can see waiting for be attended was indignant to hear someone saying to a blind child "-... did you see that?..." and asked to professionals and parents about the correctness of this statement. It was told to her that this behavior was okay because the blind child also "saw" things, just using other resources and other ways.
This suggests that perhaps our difficulties in dealing with visually impaired people comes from our limitations and the poverty of resources that we use routinely in our acts of "seeing" something.
Expressing is a human need, though, why when we think of our chances of apprehension and understanding we shall confine ourselves almost primarily to the visual?
When we encounter a blind child from birth, as W. D., who with nine years old has not been illiterate, some questions always appear on our thinking:
- How should it be unable to see? What do we perceive when we don’t see? How do we understand the world without the visual images?
A HISTORY OF LIFE
W. D. was born with retinal detachment and bilateral intraocular fibrosis and such discovery was made when the child was a month old. The mother felt very strange the movements which he did with the eyes, until she took him to the pediatrician who told her to be quiet, because children when babies have nystagmus. Thus, she was seeking the opinion of the ophthalmologist's family and had his doubts clarified.
She left the office in a state of shock. From that moment she was aware that she had much to do, but at the same time she felt strong enough to face this challenge because she knew that she could count at all times with the support of the family that would always be sending her a lot of strength to face it. The first thoughts that she had were in relation to the child development: if he would develop well and become a complete and fulfilled, and especially happy person.
After passing the stage of facing the situation, the family saw the potential development of your child and begun to show their trust on him. One of the most obvious concerns that parents had was about how he would learn to read and write.
W. D.'s mother began to search then everything that was possible for him to have a good overall development. W. D. started the early stimulation work at 3 months of life. This early stimulation work began with a physiotherapist and was very significant for strengthening the muscle tone of the child, as well as their motor development. A visually impaired child begins to walk normally at two years old, W. D. walked at nine months.
The second professional to work with W. D. was the occupational therapist, who developed with him basic notions of space, shapes and sizes, used body scheme, and especially tactile stimulation.
W. D. entered in a regular school at two years old and remained in first school until the second year of elementary school. The difficulties began to emerge when he attended a resource room in time parallel to the regular school. The professional who conducted the teaching of braille code used to shout, slap his hands and even put the child standing punishment. The unethical behavior of this porfessional, in addition to the anxiety about the acquisition of th code by W. D., triggered a lock on the child harming the learning of the braille.
Faced with this new problem the mother sought the help of a psychotherapist to work this difficulty arose and she entered a braille course for continuing the writing acquisition process. At this point he has not attended more the resource room, only the regular school and the mother gave full support to the school that was already completely lost in the process of inclusion and could no longer drive or develop the activities of the child.
W. D. has changed college at nine years old upon recommendation of the psychotherapist, who indicated to the family a college based on constructivism, which for some years has been working with inclusion.
The change of educational institution was so significant that six months after W. D. was discharged from the psychotherapist. In this new school he had an accompanying teacher, who worked directly with him in the room. On the recommendation of the school the child came to be assisted by a psychopedagogist, who began working the issue of blocking and restarted the process of acquiring braille code achieving optimal results by incorporating a working family counseling with regular visits to the school for methodological guidance and discussions on necessary curriculum adaptations. These meetings were taking place with the accompanying teacher and with the other school teachers.
W. D. is the eighth year of elementary school. Very intelligent, he swims since seven months, has participated in competitions, has singing lessons. It can be said in this way that he is socially included, a happy young man, with full acceptance of his disability.
The work done by current college is a joint effort with the family, the psychopedagogist and teachers.
IN THE LIGHT OF CONCEPTS
Earlier W. D. apprehended, but the only approach he did, by touch, was subtle and shy, with the fingers tip and a lot of uncertainty, raising the utilization of various resources and strategies.
Moreover, most of their teachers believed that blindness was a "dark night", the darkness and the "empty" and that frequent issue guided the pedagogical interventions.
The blind child, with a neuromotor apparatus whose perceptual main road is the tactile experience, needs to know and use your entire body and her senses to build the world around her.
Give the blind child rich and diverse experiences is as important for her as it is for any child. Perhaps the difference lies in the fact of make her realize the rich perceptual universe that she has at her disposal, made of varied smells, textures, sounds and sensations.
Joana Belarmino (2004) in her research tells us that the act of to notice within the act of not to see the thigns requires a permanent transaction between body, space, and world events.
Since birth, or even while we are still in the womb, our perceptions are built from the actions, sensations and farms of what surrounds us, through our movements and interactions that we have in and with the world around us.
The vision may allow us a learning with one more sense as a tool for our understanding. However, the blind child will populate and enrich the environment around her with the objects with which she connects: the mother's lap, the softness of the grandma’s lap, the soft carpet of the room, the scent of the dearest friend, the sound step of the teacher coming, the warm sand of the beach, the feeling of stepping on the grass, the roughness of the asphalt ...
Piaget postulated that at each stage of logical operations development, represents a correlative stage of social development. And therefore, the highest level of "social being" is one that can relate to their peers in a balanced way, in a way that the individual submits himself voluntarily to the norms of reciprocity and universality.
Piaget, in his book, Biologie et Connaissance, wrote that "human intelligence only develops in the individual according to social interactions that are generally too neglected." (Piaget, J. 1967)
Thus, socialization defined by Piaget is a process that involves differences in quality of intellectual exchanges, starting from the egocentrism and evolving until the individual can make full use of both their autonomy as the others contributions. Here we have an individual standing consciously and competently in front of different points of view and different conflicts that are present in society.
In turn, Vygotsky (1934/1989) approachs the question of concepts acquisition, distinguishing between spontaneous concepts and scientific concepts; these, acquired during the personal experience of the child, and the others, in classroom. The author describes the steps in the formation of concepts (syncretism, complex, concept).
The author emphasizes the role of symbolic mediation, language and the other social in the constitution of psychological being. When considering the process of concept formation, he relates to higher psychological functions as voluntary process, actions consciously controlled, intentional mechanisms historically constructed.
Based on the notes of Vygotsky (1934/1989, 1996), it is necessary to do a conception of concepts acquisition focused on processes of mediation by signs, particularly the mediation by language, and thus putting the focus on interactions between people, objects and situations, as active members of social and cultural contexts, throughout the ongoing process of appropriating the meaning of concepts.
ACQUISITION OF CONCEPTS BY BLIND PEOPLE
We observe in the social imaginary a disbelief about the cognitive ability of a person with blindness. This disbelief is not accidental: we have an entire past marked by the devaluation and exclusion of people with disabilities.
Because of its emphasis on the vision, one of the key questions that we observe concerns the cognitive development of the blind: how anyone deprived of visual experiences can develop himself intellectually?
A bibliographic review on blindness shows that the way in which the blind person sees reality is not equal to the ones who see. It is not, therefore, to discuss whether it is better or worse, but understand that the way the blind person builds their knowledge depends on a sensory organization different from that of the people who see.
Freire (1995) argues that the lack of vision by itself is not impediment to development: it imposes different paths, but, a priori, it has not a better or worse feature than the development of the one who sees.
According to Vygotsky (1934/1997) the experience of blindness is not similar to that of a person blindfolded. The person born blind sees the world differently and only experiences blindness as a disability through social interactions.
In society the disability assumes a disadvantage, restricting the beig of a child to one not being, because it focuses on the imperfection, the lack.
Clear is that, due to visual impairment, the blind will require adjustments and differentiations in the environment. It is a differentiated manner of the perceptive and structure process and organization of cognitive development.
For example, in the construction of the space concept, the one who can see uses a lot more vision than the other senses, while the blind uses a tactile-kinesthetic exploration of the environment.
MEANING OF INCLUSION AND PEDAGOGIC PRACTICE
If anyone doubts that the concept of inclusion goes beyond the walls of a school, W. D., now twelve years old, is a great example to end them. More than a blind boy who attends regular school since kindergarten, W. D. is a boy included in every sense of the word, because now he lives the typical experiences of a teenager and does not admit that the visual impairment will serve as a hindrance.
Analysis of his inclusion process has enabled some interesting reflections from his political-pedagogical project, the listening and the pedagogical activities of daily life.
Claim that a regular school is inclusive because in it a child with disabilities studies, gives a vague idea of knowledge of the inclusion process.
Mantoan (2003, p. 63) notes that "there is quality education when educational activities are governed in solidarity, cooperation, sharing the educational process with all who are directly or indirectly involved in it."
In the case of a cooperative school, which the pedagogical proposal includes a work with differences, it had since the beginning the understanding, solidarity and cooperation concerning the understanding of the need of specific and differentiated interventions in order to meet the needs of the student. But, actually, only a few teachers made, in fact, small or large curricular adaptations for this purpose.
How is it possible to build an inclusive school if it doesn’t exist clarity on the methodology being developed in the educational area?
We observed in the daily school activities that some proposals reflect a lack of reflection on this point. This was the case, for example, of the use of films as a teaching resource of history lessons, not translated with subtitles, or even, science classes on insects or on the human body, that didn’t use materials in high relief or plastic copies or other materials that would facilitate student understanding, leaving that role almost entirely to family and psychopedagogist.
In several other opportunities to visit the school and analysis done with the student and his family we concluded that the blind person ends up being restricted only to hear and use your memory.
There are some prerequisites to be observed so that the blind child can follow the rhythm of other colleagues, which could be better observed and incorporated into teaching practice, as well as some procedures which, if used, would increase, and much, the understanding and income of blind people.
The most recommended is that the student has their own text, preferably in Braille, so he can track the progress of the classes. There are other options such as converting text into audio, scanning the text to be read on personal computers through speech synthesizers or performing the reading for the student. It is important to remember that only the information verbalized / oral information does not always reach the goal proposed at this time. Often it is necessary that the student explores the text and makes his own appointments when necessary.
For maps, graphs or table, you must adapt these materials in relief and with textures so that the student can manipulate them.
In the presentation of films, they are recommended national films or dubbed into Portuguese.
Abolish the written assessment and prioritize forms of oral assessment for the visually impaired has been a big mistake with regard to curriculum adaptations. It is important to be aware of the terminology used, such as highlight selected the noun blue, connect the speakers, see in the figure, etc.
Always prioritize concrete notions when establishing new concepts. Often the child's experiences are not sufficient for an abstraction, hindering the development of mental schemes. Use materials with textures, reliefs, protruding shapes, varied sounds.
The development of simple materials as much as possible should be done with the participation of the own student. Low cost or easily accessible materials can often be employed, such as matchsticks, beads, string, cardboard, buttons, etc.
FINAL CONSIDERATIONS
In this research, it was noted that several basic structural issues are obstacles, which prevented progress and success in teaching-learning process.
This is evidenced by the fact that the school and regular school teachers not assume also the responsibility to mediate the school curriculum and the specific needs of students with visually impairments. The responsibility always lies with the student and his family who must adapt to the normal conditions of the room or search in special education or specialized institution the parallel care, trying to provide specific content and resources.
From this perspective, the expectations regarding the school rose by parents, students and even by some teachers interviewed are that specialized care will evolve by the character of compensatory education, rehabilitation focused on deficit and particular care to the concept of collective work, product-group to the experiences exchange and knowledge construction.
This partnership, between students and students, teachers and students, teachers of special education with teachers of regular education, parents and parents, parents and teachers, is desired by every person involved in the process and go to have a bigger function of cooperation and shared knowledge that could provide advance.
REFERENCES
BRAZIL. Lei de Diretrizes e Bases da Educação Nacional. Law n. 9394/96. São Paulo: Editora do Brasil, 1996.
CERTEAU, Michel de. A invenção do cotidiano. Artes de fazer. 5th ed. Petrópolis: Vozes, 2000. 351 p.
FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo, Paz e Terra, 1996. 165 p.
LUCKESI, Cipriano C. Verificação ou Avaliação: o que pratica a Escola? São Paulo: FDE, 1998. Série Idéias n. 8. p. 71-80.
MANTOAN, Maria Teresa Eglér. Inclusão Escolar. O que é? Por quê? Como fazer? São Paulo: Moderna, 2003.
__________. O direito à diferença na escola. Pátio - revista pedagógica. Ano VII, n. 32, nov. 2004 - jan. 2005. Porto Alegre: Artmed, 2004, p. 12-15.
PFDC. Procuradoria Federal dos Direitos do Cidadão. O acesso de pessoas com deficiência às classes e escolas comuns da rede regular de ensino. Brasília: Ministério Público Federal, 2004.
SILVA, Tomaz Tadeu. Documentos de identidade. Uma introdução às teorias do currículo. 2nd ed. Belo Horizonte: Autêntica, 2002. p. 151.
STAINBACK, Susan Bray. Entrevista. Até que existam amplo reconhecimento e aceitação da inclusão como valor, e não como procedimento, ela não será vista como importante para todos os alunos. In: Pátio - revista pedagógica. Ano VII, n. 32, nov. 2004 - jan. 2005. Porto Alegre: Artmed, 2004, p. 20-24.
AUTHORS: NERY, NEIDE AP., AND DARAKJIAN, CARLA
ABSTRACT
The regular school as educational space for everyone is being every day more challenged by their everyday practices. The discussion about the inclusion of all in this environment has recently demanded innovative political and pedagogical proposals that encourage individual differences and ensure equal opportunities to the students. Above all, the resistance to the paradigm shift has taken this ambience to select a portion of the population that adapts well to the demands that this pedagogical model determines.
The lack of suitable material can lead the learning of the visually impaired child to a mere verbalism, detached from reality. The formation of concepts depends on intimate contact between the child and the things of the world. As a child with normal vision, the blind need motivation to learn.
The process of inclusion of the visually impaired count on family, school, teachers work, thus, there was the need for adapted materials, a different view, and above all, the preparation of teachers.
KEY-WORDS.
Inclusion. Methodology. Formation of Concepts. Pedagogic resources. Visual impairment. Family. Teachers.
INTRODUCTION
Another day in the waiting room, a child who can see waiting for be attended was indignant to hear someone saying to a blind child "-... did you see that?..." and asked to professionals and parents about the correctness of this statement. It was told to her that this behavior was okay because the blind child also "saw" things, just using other resources and other ways.
This suggests that perhaps our difficulties in dealing with visually impaired people comes from our limitations and the poverty of resources that we use routinely in our acts of "seeing" something.
Expressing is a human need, though, why when we think of our chances of apprehension and understanding we shall confine ourselves almost primarily to the visual?
When we encounter a blind child from birth, as W. D., who with nine years old has not been illiterate, some questions always appear on our thinking:
- How should it be unable to see? What do we perceive when we don’t see? How do we understand the world without the visual images?
A HISTORY OF LIFE
W. D. was born with retinal detachment and bilateral intraocular fibrosis and such discovery was made when the child was a month old. The mother felt very strange the movements which he did with the eyes, until she took him to the pediatrician who told her to be quiet, because children when babies have nystagmus. Thus, she was seeking the opinion of the ophthalmologist's family and had his doubts clarified.
She left the office in a state of shock. From that moment she was aware that she had much to do, but at the same time she felt strong enough to face this challenge because she knew that she could count at all times with the support of the family that would always be sending her a lot of strength to face it. The first thoughts that she had were in relation to the child development: if he would develop well and become a complete and fulfilled, and especially happy person.
After passing the stage of facing the situation, the family saw the potential development of your child and begun to show their trust on him. One of the most obvious concerns that parents had was about how he would learn to read and write.
W. D.'s mother began to search then everything that was possible for him to have a good overall development. W. D. started the early stimulation work at 3 months of life. This early stimulation work began with a physiotherapist and was very significant for strengthening the muscle tone of the child, as well as their motor development. A visually impaired child begins to walk normally at two years old, W. D. walked at nine months.
The second professional to work with W. D. was the occupational therapist, who developed with him basic notions of space, shapes and sizes, used body scheme, and especially tactile stimulation.
W. D. entered in a regular school at two years old and remained in first school until the second year of elementary school. The difficulties began to emerge when he attended a resource room in time parallel to the regular school. The professional who conducted the teaching of braille code used to shout, slap his hands and even put the child standing punishment. The unethical behavior of this porfessional, in addition to the anxiety about the acquisition of th code by W. D., triggered a lock on the child harming the learning of the braille.
Faced with this new problem the mother sought the help of a psychotherapist to work this difficulty arose and she entered a braille course for continuing the writing acquisition process. At this point he has not attended more the resource room, only the regular school and the mother gave full support to the school that was already completely lost in the process of inclusion and could no longer drive or develop the activities of the child.
W. D. has changed college at nine years old upon recommendation of the psychotherapist, who indicated to the family a college based on constructivism, which for some years has been working with inclusion.
The change of educational institution was so significant that six months after W. D. was discharged from the psychotherapist. In this new school he had an accompanying teacher, who worked directly with him in the room. On the recommendation of the school the child came to be assisted by a psychopedagogist, who began working the issue of blocking and restarted the process of acquiring braille code achieving optimal results by incorporating a working family counseling with regular visits to the school for methodological guidance and discussions on necessary curriculum adaptations. These meetings were taking place with the accompanying teacher and with the other school teachers.
W. D. is the eighth year of elementary school. Very intelligent, he swims since seven months, has participated in competitions, has singing lessons. It can be said in this way that he is socially included, a happy young man, with full acceptance of his disability.
The work done by current college is a joint effort with the family, the psychopedagogist and teachers.
IN THE LIGHT OF CONCEPTS
Earlier W. D. apprehended, but the only approach he did, by touch, was subtle and shy, with the fingers tip and a lot of uncertainty, raising the utilization of various resources and strategies.
Moreover, most of their teachers believed that blindness was a "dark night", the darkness and the "empty" and that frequent issue guided the pedagogical interventions.
The blind child, with a neuromotor apparatus whose perceptual main road is the tactile experience, needs to know and use your entire body and her senses to build the world around her.
Give the blind child rich and diverse experiences is as important for her as it is for any child. Perhaps the difference lies in the fact of make her realize the rich perceptual universe that she has at her disposal, made of varied smells, textures, sounds and sensations.
Joana Belarmino (2004) in her research tells us that the act of to notice within the act of not to see the thigns requires a permanent transaction between body, space, and world events.
Since birth, or even while we are still in the womb, our perceptions are built from the actions, sensations and farms of what surrounds us, through our movements and interactions that we have in and with the world around us.
The vision may allow us a learning with one more sense as a tool for our understanding. However, the blind child will populate and enrich the environment around her with the objects with which she connects: the mother's lap, the softness of the grandma’s lap, the soft carpet of the room, the scent of the dearest friend, the sound step of the teacher coming, the warm sand of the beach, the feeling of stepping on the grass, the roughness of the asphalt ...
Piaget postulated that at each stage of logical operations development, represents a correlative stage of social development. And therefore, the highest level of "social being" is one that can relate to their peers in a balanced way, in a way that the individual submits himself voluntarily to the norms of reciprocity and universality.
Piaget, in his book, Biologie et Connaissance, wrote that "human intelligence only develops in the individual according to social interactions that are generally too neglected." (Piaget, J. 1967)
Thus, socialization defined by Piaget is a process that involves differences in quality of intellectual exchanges, starting from the egocentrism and evolving until the individual can make full use of both their autonomy as the others contributions. Here we have an individual standing consciously and competently in front of different points of view and different conflicts that are present in society.
In turn, Vygotsky (1934/1989) approachs the question of concepts acquisition, distinguishing between spontaneous concepts and scientific concepts; these, acquired during the personal experience of the child, and the others, in classroom. The author describes the steps in the formation of concepts (syncretism, complex, concept).
The author emphasizes the role of symbolic mediation, language and the other social in the constitution of psychological being. When considering the process of concept formation, he relates to higher psychological functions as voluntary process, actions consciously controlled, intentional mechanisms historically constructed.
Based on the notes of Vygotsky (1934/1989, 1996), it is necessary to do a conception of concepts acquisition focused on processes of mediation by signs, particularly the mediation by language, and thus putting the focus on interactions between people, objects and situations, as active members of social and cultural contexts, throughout the ongoing process of appropriating the meaning of concepts.
ACQUISITION OF CONCEPTS BY BLIND PEOPLE
We observe in the social imaginary a disbelief about the cognitive ability of a person with blindness. This disbelief is not accidental: we have an entire past marked by the devaluation and exclusion of people with disabilities.
Because of its emphasis on the vision, one of the key questions that we observe concerns the cognitive development of the blind: how anyone deprived of visual experiences can develop himself intellectually?
A bibliographic review on blindness shows that the way in which the blind person sees reality is not equal to the ones who see. It is not, therefore, to discuss whether it is better or worse, but understand that the way the blind person builds their knowledge depends on a sensory organization different from that of the people who see.
Freire (1995) argues that the lack of vision by itself is not impediment to development: it imposes different paths, but, a priori, it has not a better or worse feature than the development of the one who sees.
According to Vygotsky (1934/1997) the experience of blindness is not similar to that of a person blindfolded. The person born blind sees the world differently and only experiences blindness as a disability through social interactions.
In society the disability assumes a disadvantage, restricting the beig of a child to one not being, because it focuses on the imperfection, the lack.
Clear is that, due to visual impairment, the blind will require adjustments and differentiations in the environment. It is a differentiated manner of the perceptive and structure process and organization of cognitive development.
For example, in the construction of the space concept, the one who can see uses a lot more vision than the other senses, while the blind uses a tactile-kinesthetic exploration of the environment.
MEANING OF INCLUSION AND PEDAGOGIC PRACTICE
If anyone doubts that the concept of inclusion goes beyond the walls of a school, W. D., now twelve years old, is a great example to end them. More than a blind boy who attends regular school since kindergarten, W. D. is a boy included in every sense of the word, because now he lives the typical experiences of a teenager and does not admit that the visual impairment will serve as a hindrance.
Analysis of his inclusion process has enabled some interesting reflections from his political-pedagogical project, the listening and the pedagogical activities of daily life.
Claim that a regular school is inclusive because in it a child with disabilities studies, gives a vague idea of knowledge of the inclusion process.
Mantoan (2003, p. 63) notes that "there is quality education when educational activities are governed in solidarity, cooperation, sharing the educational process with all who are directly or indirectly involved in it."
In the case of a cooperative school, which the pedagogical proposal includes a work with differences, it had since the beginning the understanding, solidarity and cooperation concerning the understanding of the need of specific and differentiated interventions in order to meet the needs of the student. But, actually, only a few teachers made, in fact, small or large curricular adaptations for this purpose.
How is it possible to build an inclusive school if it doesn’t exist clarity on the methodology being developed in the educational area?
We observed in the daily school activities that some proposals reflect a lack of reflection on this point. This was the case, for example, of the use of films as a teaching resource of history lessons, not translated with subtitles, or even, science classes on insects or on the human body, that didn’t use materials in high relief or plastic copies or other materials that would facilitate student understanding, leaving that role almost entirely to family and psychopedagogist.
In several other opportunities to visit the school and analysis done with the student and his family we concluded that the blind person ends up being restricted only to hear and use your memory.
There are some prerequisites to be observed so that the blind child can follow the rhythm of other colleagues, which could be better observed and incorporated into teaching practice, as well as some procedures which, if used, would increase, and much, the understanding and income of blind people.
The most recommended is that the student has their own text, preferably in Braille, so he can track the progress of the classes. There are other options such as converting text into audio, scanning the text to be read on personal computers through speech synthesizers or performing the reading for the student. It is important to remember that only the information verbalized / oral information does not always reach the goal proposed at this time. Often it is necessary that the student explores the text and makes his own appointments when necessary.
For maps, graphs or table, you must adapt these materials in relief and with textures so that the student can manipulate them.
In the presentation of films, they are recommended national films or dubbed into Portuguese.
Abolish the written assessment and prioritize forms of oral assessment for the visually impaired has been a big mistake with regard to curriculum adaptations. It is important to be aware of the terminology used, such as highlight selected the noun blue, connect the speakers, see in the figure, etc.
Always prioritize concrete notions when establishing new concepts. Often the child's experiences are not sufficient for an abstraction, hindering the development of mental schemes. Use materials with textures, reliefs, protruding shapes, varied sounds.
The development of simple materials as much as possible should be done with the participation of the own student. Low cost or easily accessible materials can often be employed, such as matchsticks, beads, string, cardboard, buttons, etc.
FINAL CONSIDERATIONS
In this research, it was noted that several basic structural issues are obstacles, which prevented progress and success in teaching-learning process.
This is evidenced by the fact that the school and regular school teachers not assume also the responsibility to mediate the school curriculum and the specific needs of students with visually impairments. The responsibility always lies with the student and his family who must adapt to the normal conditions of the room or search in special education or specialized institution the parallel care, trying to provide specific content and resources.
From this perspective, the expectations regarding the school rose by parents, students and even by some teachers interviewed are that specialized care will evolve by the character of compensatory education, rehabilitation focused on deficit and particular care to the concept of collective work, product-group to the experiences exchange and knowledge construction.
This partnership, between students and students, teachers and students, teachers of special education with teachers of regular education, parents and parents, parents and teachers, is desired by every person involved in the process and go to have a bigger function of cooperation and shared knowledge that could provide advance.
REFERENCES
BRAZIL. Lei de Diretrizes e Bases da Educação Nacional. Law n. 9394/96. São Paulo: Editora do Brasil, 1996.
CERTEAU, Michel de. A invenção do cotidiano. Artes de fazer. 5th ed. Petrópolis: Vozes, 2000. 351 p.
FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo, Paz e Terra, 1996. 165 p.
LUCKESI, Cipriano C. Verificação ou Avaliação: o que pratica a Escola? São Paulo: FDE, 1998. Série Idéias n. 8. p. 71-80.
MANTOAN, Maria Teresa Eglér. Inclusão Escolar. O que é? Por quê? Como fazer? São Paulo: Moderna, 2003.
__________. O direito à diferença na escola. Pátio - revista pedagógica. Ano VII, n. 32, nov. 2004 - jan. 2005. Porto Alegre: Artmed, 2004, p. 12-15.
PFDC. Procuradoria Federal dos Direitos do Cidadão. O acesso de pessoas com deficiência às classes e escolas comuns da rede regular de ensino. Brasília: Ministério Público Federal, 2004.
SILVA, Tomaz Tadeu. Documentos de identidade. Uma introdução às teorias do currículo. 2nd ed. Belo Horizonte: Autêntica, 2002. p. 151.
STAINBACK, Susan Bray. Entrevista. Até que existam amplo reconhecimento e aceitação da inclusão como valor, e não como procedimento, ela não será vista como importante para todos os alunos. In: Pátio - revista pedagógica. Ano VII, n. 32, nov. 2004 - jan. 2005. Porto Alegre: Artmed, 2004, p. 20-24.
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