Inclusão do aluno com deficiência visual: realidades e dificuldades

Abstract

In order to guarantee the rights of persons with disabilities, laws and declarations have emerged, allowing them to be included in common education and access to specialized care. However, inclusion is still a flawed process, starting with the unpreparedness of schools, inadequate infrastructure, lack of teaching materials, training and information of teachers in attending these students with disabilities. The Visually Impaired are constantly dealing with exclusion, beginning with the overprotection of their own family and culminating in the lack of integration with society. The objective of this work was to understand how the process of organizing the school community occurred to attend the student with Visual Impairment. How do teachers feel without training, how will they contribute to the inclusion process? This research was carried out in a common school in the city of Dois Vizinhos PR. The analysis of the data obtained during the research was carried out qualitatively. As data collection, an interview and questionnaire was analyzed analyzing them from the reading and transcription of the answers, in order to understand the process of school inclusion. From the opinion of the student with Visual Disability of High School, understand how their inclusion process occurred, their relationship between colleagues and teachers. Through my experience as a trainee Dixeiro of a student with visual impairment in elementary school I, I report the difficulties and the effectiveness of the inclusion of this student in the common teaching. It can be understood that the process of inclusion of students with visual impairment is still difficult, especially on the part of teachers to work with these students because they do not have training, and the current laws fail to meet their imposed goals, making inclusion becomes something only superficial and not effective.