Abordagens didatico-pedagógicas para o ensino de pessoas com daltinismo

Abstract

Color blindness is a visual condition that impairs color perception, affecting everyday and school activities, and is often overlooked in inclusion policies. Understanding color blindness is essential for adapting pedagogical practices, ensuring that teaching materials and strategies consider chromatic diversity and promote equitable participation for all students. This study investigates pedagogical approaches that foster the inclusion of color-blind individuals, taking into account their specific visual characteristics. It aims to analyze diversity in color perception, explore inclusive methodologies, and propose guidelines for teachers to ensure full and equitable participation in the school environment, including everyday activities. The research is qualitative, with a theoretical-deductive and bibliographic approach, seeking to understand the inclusion of color-blind individuals in schools and social spaces through the analysis of authors and official documents. Primary and secondary sources were reviewed and organized into thematic categories to support inclusive pedagogical strategies. Because it compromises color perception and affects the learning and socialization of those affected, the condition of color blindness requires early identification, together with the adaptation of materials and the use of assistive technologies, in order to promote school inclusion. Pedagogical strategies based on Universal Design for Learning and visual accessibility standards promote greater equity. Conscious planning of color use ensures the full participation of all students. The integration of policies, education, and technological resources is fundamental for effective inclusive education.