Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-08T13:21:40Z No. of bitstreams: 2 LUZIA_SILVA2015.pdf: 516247 bytes, checksum: d46e63d73d83a4f15140dc6ee52843d9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-08T13:21:40Z (GMT). No. of bitstreams: 2 LUZIA_SILVA2015.pdf: 516247 bytes, checksum: d46e63d73d83a4f15140dc6ee52843d9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-02-27 / This dissertation is a study on the acquisition of reading and writing for students with visual impairment from the contributions of Historical-Cultural Psychology and Historical-Critical Pedagogy, in order to highlight the importance of literacy in the framework of these students process. Based on the Materialist Historical and Dialectical method proposed by Marx and Engels, the work is characterized by a bibliographic study, based on published sources (books, articles, theses and dissertations). Presents as reference authors who developed their ideas from theories that conceive the subject founded on the historicity and materiality, such as Vygotsky, Luria, Leontiev, Saviani, among others. Therefore, start with the fundamentals that guide the learning processes and human development, with emphasis on the role of technical and psychological tools as a man of aids. Then prioritize the role of education as a socialization tool legacy historically produced by humanity, emphasizing the process of appropriation of reading and writing for students with and without disabilities. Finally, talks on specific issues to the acquisition of reading and writing for students with visual impairments, the teacher's role and the importance of teaching-learning resources. The findings highlight that, when planning the actions and teaching strategies, it is necessary to consider the specifics imposed by blindness or for reduction of visual function therefore hardly get will be successful in the education of students with visual impairment without the educational space is organized so that they participate actively in all the proposed activities and have unrestricted access to information made available to them. / A presente dissertação consiste em um estudo teórico sobre a aquisição da leitura e da escrita por alunos com deficiência visual a partir das contribuições da Psicologia Histórico-Cultural e da Pedagogia Histórico-Crítica, com vistas a evidenciar a importância desse referencial no processo de alfabetização desses alunos. Fundamentado no método Materialista Histórico-Dialético proposto por Marx e Engels, o trabalho caracteriza-se por um estudo bibliográfico, com base em fontes publicadas (livros, artigos, teses e dissertações). Apresenta como referenciais autores que desenvolveram suas ideias a partir de teorias que concebem o sujeito pautado na historicidade e na materialidade, tais como: Vigotski, Lúria, Leontiev, Saviani, entre outros. Para tanto, inicia com os fundamentos que norteiam os processos de aprendizagem e de desenvolvimento humano, com destaque para a função dos instrumentos técnicos e psicológicos enquanto meios auxiliares do homem. Em seguida, prioriza o papel da educação escolar como um instrumento de socialização dos legados produzidos historicamente pela humanidade, com ênfase ao processo de apropriação da leitura e da escrita por alunos com e sem deficiência. Por fim, discorre a respeito de questões específicas à aquisição da leitura e da escrita por alunos com deficiência visual, ao papel do professor e à importância dos recursos didático-pedagógicos. As conclusões destacam que, ao se planejar as ações e estratégias pedagógicas, é necessário que se considerem as especificidades impostas pela cegueira ou pela redução da função visual, pois, dificilmente obter-se-á sucesso na escolarização dos alunos com deficiência visual sem que o espaço educativo seja organizado de forma a que estes participem ativamente de todas as atividades propostas e tenham acesso irrestrito às informações a eles disponibilizadas.

Att arbeta inom synhabiliteringen som kurator idag är en komplex situation. Det gäller att kunna hantera olika typer av problem och att samverka med andra enheter. Att ha svåra samtal med barn om deras synnedsättning, stötta vårdnadshavare och hantera andra myndigheter är vanliga arbetsuppgifter för kuratorn inom synhabiliteringen. Kuratorns roll är att fungera som barn och vårdnadshavares stöd när det gäller skolsituationen. Det är många bitar som ska ordnas för att skolbarn med synnedsättning ska ges en rättvis, tillgänglig och delaktig skolsituation. I denna kvalitativa studie intervjuas fem kuratorer, inom synhabiliteringen i olika delar av Sverige, om sina kunskaper, upplevelser, erfarenheter och insatser till grundskolebarn med synnedsättning och kuratorns samverkansroll kring dessa barns situation i grundskolan. Studiens teoretiska utgångspunkt är huvudsakligen Bronfenbrenners utvecklingsekologiska systemteori, med komplettering av Foucaults maktteori. Resultaten visar att det finns ett stort behov av samverkan med skolan och andra enheter för att skolsituationen ska bli rättvis för elever med synnedsättning. Varje skolsituation för elever med synnedsättning är unik med många komplexa faktorer utöver rent pedagogiska och sociala som spelar in när det gäller samverkanspusslet. Resultaten tyder också på viss förekomst av samverkansproblem mellan myndigheter, vårdnadshavare och skolan, som kuratorn inom synhabiliteringen får hantera. / Working as a counsellor at low vision habilitation centres is a complex situation. It is important to be able to deal with different problems and collaborate with different actors in other sectors of the society. Having conversations with children about their visual impairment, supporting guardians and dealing with other authorities is common tasks for a counsellor at low vision habilitation centres. The counsellor acts as support for the child and the guardian regarding the child´s school situation. There are many pieces to be arranged to ensure that school children with visual impairment are given a fair, accessible and participatory school situation. In this qualitative study five counsellors are interviewed about their knowledge and experiences working in the Swedish low vision habilitation centres and their interventions to primary school children with visual impairment. The study is based on Bronfenbrenner's ecology system theory of development with complementing Foucault's power theory. The results show that there is a great need for collaboration between the school and other sectors for it to be fair for students with visual impairment. The results also find that there are some collaborative problems between authorities, guardians and the school, which the counsellor have to deal with.

The inclusion of students with impairment in higher education needs enabling legal frameworks to lay the foundation for equal opportunities for those learners in all aspects of university life (Shepherd, 2001:17). To this effect, in the past two decades several countries have revised their legal documents in order to promote inclusive education at all levels of schooling. Accordingly, in 2006 the Ethiopian government also developed a new legislative document, namely Special Needs Education Program Strategy, in order to apply inclusive education in regular schools and in higher education institutions. Following the introduction of this policy document, all regular schools and higher education institutions in Ethiopia have been required to implement inclusive education as a mandatory approach when educating students with impairment, including those who are visually impaired. However, the actual implementation of an inclusive approach is being challenged by the social, political and physical circumstances of higher education institutions. Therefore, this study aimed at examining the existing challenges and prospects towards the inclusion of students with Visual Impairment (VI) in the particular context of Addis Ababa University (AAU). The study adopted an interpretive paradigm for better understanding and in-depth interpretation of the inclusion of students with VI at AAU. An interpretive paradigm also informs the detailed judgements made by experts of a suggested action plan for progressively providing support for students with VI at AAU. The study also applied the critical disability paradigm as a complementary philosophical base in order to examine critically the challenges that students with VI face and to suggest ways to transform the inclusive policies and practices of AAU in favour of the students. The researcher undertook a Delphi investigation to address the main aim of this research (i.e. to determine how best to implement an action plan that progressively increases support for students with VI at AAU over a period of time). The action plan that comprises various support measures and the necessary resources was developed using the empirical results of this study as well as the existing findings and best practices found in the literature study. It was scrutinized and approved by a number of experts. The researcher recommends that the plan should be implemented over the next five years at AAU in order to improve the support provided to students with VI. / Inclusive Education / D. Ed. (Inclusive Education)