The research on inclusion of visually impaired students in graduate studies in Education in Southern Brazil
DOI:
https://doi.org/10.5212/PraxEduc.v.18.21295.061Abstract
This article discusses theses and dissertations that deal with the inclusion of students with visual impairment from South Brazilian research in Education. It aims to describe and analyze the theses and dissertations on the inclusion of visually impaired students of Master’s and Doctoral courses in Education in the South of the country based on the historical materialism. The methodology adopted in this research was the search for theses and dissertations on the pages of the Graduate Study Programs in Education of South Brazilian universities and in their repositories or libraries, through descriptor terms or through the partial or full reading of the texts. The descriptor terms used, in Portuguese were: “cego”, “cega”, “cegueira”, “deficiência visual”, “baixa visão”, “visão subnormal”, “deficiência sensorial”, “braile”, “tátil’ e “audiodescrição” (in English: blind, blindness, visual impairment, low vision, subnormal vision, sensory impairment, braille, tactile and audiodescription). No time period has been set for the searches. The studies found were published between 2007 and 2021, being 11 theses and two dissertations. The research pointed out as main results the lack of accessibility of contents, lack of technological accessibility, lack of teacher training and prejudice against students with visual impairment. The data showed that there is little study interest on the inclusion of visually impaired students. The inclusive process of this public should not present so many difficulties because there are only sensory limitations. However, in a society sustained by inequality, maintaining conditions to meet the specificities of these subjects becomes difficult.
Keywords: Student with disability. Vision impairments. Graduate Studies in Education.
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