Analysis of Required Knowledge for the Inclusion of Sight-Deficient Students in the Inclusion Knowledge and Practice Series of Fundamental Education

Abstract

Current analysis identifies the recommendations for the formation of teachers in the Inclusion Knowledge and Practice Series through the development of competences for the attendance of the special educational needs of blind and sight-deficient students (BRASIL, 2006). Taking into consideration the three dimensions by Rodrigues (2008), namely, knowledge, knowing how to do, and attitudes, recommendations aim at teacher formation for the inclusion of students with sight-deficiency in the school. The method consisted of a documental analysis in the homepage of the Secretary of Special Education of the Ministry of Education. The above mentioned series prescribes that teachers have a specific formation, know the specificities of their students, the required resources for schooling and the pedagogical strategies to attend adequately blind and sight-deficient students. Team work with the specialized teacher is highlighted. Although the booklet contains orientations for teachers to work with sight-deficient students, it should provide more explanations on the role of the teacher in the common classroom and of the teacher in the specialized class for the attendance of special educational needs of these students.