TEACHING GEOGRAPHY FOR STUDENTS WITH VISUAL IMPAIRMENT: PATHWAYS THROUGH MULTISENSORY RESOURCES

Abstract

This study investigated the inclusion of visually impaired students in geography education through tactile and multisensory teaching resources. Given that geography education relies heavily on visual representations such as maps and graphs, blind or visually impaired students face significant barriers to accessing the content. Previous research highlights the scarcity of inclusive approaches in this field, highlighting the need for pedagogical strategies that foster full participation and meaningful learning. The research, which adopted a qualitative and explanatory approach, consisted of a case study conducted at a state school in Manaus, Amazonas, between August 2024 and May 2025. Two blind students participated, accompanied by 30 non-visually impaired students. Teaching sequences with active methodologies, collaborative learning, and adapted materials such as relief maps, tactile games, three-dimensional representations, and audiovisual books were implemented. The activities took place in both the regular classroom and the resource room, allowing for individualized assessment of the materials' effectiveness. Data were collected through participant observation, photographic records, semi-structured interviews, and questionnaires, and analyzed using triangulation. The results indicate that, with qualified teacher mediation and accessible resources, blind students can construct complex spatial representations and relate geographic content to everyday experience. However, structural, formative, and institutional challenges still limit the effectiveness of inclusion, reinforcing the need for policies, teacher training, and collaborative planning.