O atendimento educacional especializado para estudantes com deficiência visual numa escola municipal de João Pessoa

Abstract

This work is a field research in the area of specialized educational assistance and its contributions to the learning process of students with visual impairments. It describes the historical process of the struggle for the inclusion of people with disabilities in the regular school system, initially a challenging task and at the same time rich in the possibility of knowing, sharing the path taken until then, reflecting on the implemented policies and strengthening the debate about the challenges that are still present in schools, so that the enforcement of the law is really applied. In this context, the questions that moved this research were: How are students with visual impairment being served by regular schools in João Pessoa? What are the biggest difficulties that teachers face in their daily practice? Have the teachers done any specific training? In order to answer our questions, we chose as a general objective to analyze how specialized educational assistance contributes to teaching the learning of visually impaired students. Specific objectives: Identify how specialized educational assistance is being provided to students with visual impairments in regular schools in João Pessoa; Check what are the greatest difficulties of teachers and how they are dealing with the challenges they face in their daily practice; Investigate how the training of teachers working with students with disabilities has been taking place. The research had the collaboration of two teachers from a public school in the municipal network of João Pessoa - PB, one from the Specialized Educational Service (AEE) and the other from the common room that has a visually impaired student. The method used was content analysis with the of a interview, the results of which show that even with the advances in the normative plan, in schools there is not a multidisciplinary team as provided for in the legislation and both teachers from AEE and those from the common regular classroom. they feel very difficult to work with the visually impaired student, either due to the lack of specific training or the lack of pedagogical material for the development of pedagogical activities, factors that contribute to learning that does not happen satisfactorily.