A Deficiência Visual: atuação de professores do ensino regular e a Educação Inclusiva em São João de Meriti (2008 a 2018)

Abstract

Inclusive Education that has been experienced by Elementary School students and teachers requires reflections that assess its path from its implementation to the present moment. Seeking to provoke these reflections in teachers, this proposal emerged to start a research that would investigate inclusive regular education and specialized educational care issues involving with his/her visually impaired students teacher's performance. Our objective is based on bringing about changings in inclusive process, so that visual impairments students learn on an equal footing with their classmates who do not have any disabilities. The present research examines educational aspects seeking to understand teaching-learning process essence when dealing with impairment students in elementary school final years who attend regular education in schools located in areas considered peripheral. In this sense, it is essential to identify difficulties and concerns which usually occur on teachers’part in reference to their visual impairments students’ monitoring and performance. Therefore, we tried to explain teachers' speech analyzing difficulties encountered. Observation period starts in 2009, one year after Special Education for Inclusive Education Perspective proposal changings. Ten years after putting this effective politics, we highlight urgently an initial assessment for advances and challenges experienced in this first decade specifically referring to the visual impairment students in regular classrooms. The results obtained have demonstrated that recognition from interviewed teachers majority regarding to the need of improving their knowledge about people with disabilities’ teaching with Specialized Educational Service teachers, aiming to achieve disabilities students effective participation in classroom activities.