Recursos e Estratégias de Aulas em Laboratórios para Estudantes com Baixa Visão na Educação Profissional e Tecnológica

Abstract

The present work aims to study the inclusion policy for students with specific educational needs. In particular, it is intended to develop a pedagogical resource to help teachers from Campus Campo Grande, from the Federal Institute of Mato Grosso do Sul, who teach students with low vision disabilities. These students, in laboratory classes, are usually unable to reach the maximum of their development possible, due to the fact that these laboratories are not adapted to receive this student due to lack of pedagogical resources and assistive technologies, therefore, there is no environment inclusive. In order to do so, a deepening of the existing literature will be sought, which supports this type of inclusion. This is a qualitative research, of bibliographic review and document analysis, with the purpose of improving the accessibility of low vision students in laboratory environments, as a guidance to teachers in practical classes, and seeking to encourage them to be participative in classes. . For this, a search will be made in the institutional documents: Political Pedagogical Project (PPC) and the Internal Regulations of the Nucleus of Assistance to People with Specific Needs (NAPNE) of the five Federal Institutes researched, of how the classes are being taught laboratories and which assistive technologies and teaching resources are being used. Therefore, in the practice of teaching inclusive education, the teacher is the mediator of the student-learning relationship for disabled and non-disabled students. Thinking about this inclusion, the educational product is a booklet in the form of a comic book, contributing to a better interaction between the teacher and the student in the teaching and learning process.