Teaching mathematics and inclusion of visually impaired people

ABSTRACT

This paper discusses the process of inclusion of students with visual disabilities in regular classrooms, for the teaching of Mathematics. Objective: To reflect on the importance of teacher training for teaching mathematics to students with full or partial visual impairment in order to ensure school inclusion. Methodology: This is bibliographic review, whose scientific production survey was conducted of published theses and dissertations in English without a defined period. The surveys were conducted in the database Scielo and the Public Domain. Regarding data analysis, first you selected the bibliographic material from the previously established parameters. The next step was the analysis of this information, considering mainly the content of the statements contained in the selected texts. The data were analyzed based on qualitative procedures in which it was possible to write an explanatory analysis. Results and discussion: Despite the shortage of materials found in the literature on the subject, affirm the importance of teacher training for the teaching of mathematics to visually impaired and underscore the need for further research, to contribute to the training of mathematics teachers, aimed at training these to teach a student with visual impairment in their classroom. Final Thoughts: It is necessary to have a humanized look to the real needs of all students, at all levels of education, so that the participants in the teaching-learning process are imbued with the same spirit: the construction and development of the human being.

Key words: Inclusion - visual impairment - Mathematics – training