Literacy and literacy: challenges of the visually impaired

ABSTRACT

This article analyzes the universe of children with visual impairments and aims to deepen studies related to their literacy process, their specificities and the methodologies used to obtain better results. It addresses issues and paths that can benefit the teaching-learning process. In terms of pedagogical practice, we seek to look at work with students with visual impairments and the reflection of specific procedures and resources that help to guide the teacher in the classroom. In this work, bibliographic research was used as a research methodology and the theory-practice relationship, highlighting the need to be aware of the pedagogical practices that best adapt to the peculiarities of the blind child. The education process for visually impaired children. It can be concluded that in relation to the literacy and literacy process of the visually impaired, it is necessary to offer relevant guidance in the area of visual impairment and qualification to teachers, so that they provide satisfactory work that meets the needs of people who require specific conditions to develop and participate in the inclusion process, so desired by all. Therefore, it is important to address this issue.

Keywords: Literacy. Literacy. Challenges. Kid. Visual impairment.