Recursos didáticos utilizados nas escolas de artes visuais para deficientes visuais na Escola Estadual José Firmo do Nascimento

Abstract

The inclusion theme for people with special needs is gaining more and more voice in Brazil, still in slow steps. Schools need to be prepared to receive visually impaired students and promote quality education for the best development of both these children and adolescents, as well as social development. Visual impairment (DV) includes people with blindness and low vision or low vision. This research was developed in the search to explain how the teaching and learning process of DV students occurs in the visual arts classes, and in the case study, to know what the didactic resources existent and used in the school. Identifying what are the difficulties in teaching blind students and the other subjects of this study to these groups were applied questionnaires as a way of responding to the findings. This research has as theoretical reference authors of the area of special education, psychology, arts, and other theorists, as well as the study of existing laws that meet the rights of these people. At the end of the analysis about the didactic resources used in the Teaching of Arts, offered by the State School José Firmo do Nascimento, for students with visual impairment in High School Integral, was partially satisfactory in its applicability. The results show that the uses of didactic resources are precarious and that tactile perception can bring countless advantages to the learning of the visually impaired students, since it facilitates the assimilation of the contents, favors in the practical part of the knowledge and complements the information transmitted within the classrooms .