UNRAVELING THE WORLD WITH YOUR HANDS: LITERACY FOR VISUALLY IMPAIRED CHILDREN

Abstract

The research addressed the problem of literacy of children with visual impairment, with the aim of analyzing the pedagogical methodologies adapted to promote inclusive learning. The methodology adopted was a bibliographic research, with a qualitative approach, using academic sources such as books, articles, dissertations and theses. The analysis of the results indicated that the use of Braille, combined with assistive technologies and adapted pedagogical resources, constitutes an approach to the literacy of children with visual impairment. However, it was observed that the lack of adequate resources and the lack of specific training of educators are still significant challenges. The research also showed that school inclusion, when applied, contributes to the success of the literacy process, by providing an accessible and welcoming environment. Inclusive pedagogical practices, accompanied by assistive technologies and continuous teacher training, proved to be fundamental to ensure access to knowledge and the active participation of students in the school context. The final considerations indicated that, despite the advances identified, there is a need for studies on the accessibility of pedagogical materials and the optimization of assistive technologies, to strengthen inclusion and improve educational results. It is concluded that inclusive education for children with visual impairment is feasible, but requires a continuous effort in terms of resources, training of educators and pedagogical adaptations.