INCLUSIVE EDUCATION: A REFLECTION ON SPECIAL EDUCATION BEFORE THE VISUAL DISABLED STUDENT

Abstract

The purpose of this article is to understand the role of Inclusive Education vis-à-vis visually impaired students in the school environment. In this sense, the research was qualitative descriptive in public school in the city of Recife in a class of the final years that has students with visual impairment and of a bibliographic character in order to meet authors who discuss the reality of school inclusion. Starting from the beginning, it is understood that teaching students with visual impairment has been challenged because they are not professionals in this area of special education. It was observed that treatise teaching learning of students with disabilities in the vision the responsibility is not only the support teacher to accompany in the classroom activities, but rather all education professionals who do the educational process. We conclude that the support teacher's partnership with the regular teacher in the school environment has facilitated meaningful learning for the visually impaired student becoming a participant and active individual in society.