Resumo

FIGUEIREDO, Rosana Mendes Éleres de  e  KATO, Olívia Misae. NATIONAL STUDIES ON TEACHING BLIND STUDENTS: A BIBLIOGRAPHIC REVIEW. Rev. bras. educ. espec. [online]. 2015, vol.21, n.4, pp.477-488. ISSN 1980-5470.  https://doi.org/10.1590/S1413-65382115000400011.

This study aims to present a bibliographical review on national studies about curricular teaching to blind students. A systematic search was performed on three databases: Scholar Google, Scielo and Lilacs, filtering studies published from 2004 to 2014 that held in their titles one of the following descriptors: blind students; visually impaired students; blind children; visually impaired children. We retrieved 188 articles, of which 56 were selected according to the established criteria. After a careful reading of all selected articles, 5 analysis categories were outlined: type of study; participants; type of approach; type of discussion and curricular matrices. We also outlined subcategories within each category, with a total of 26 subcategories. Results show that Scholar Google was the database with a higher number of studies found (188/156); Scielo, however, shows a better efficiency in the relation retrieved x selected (12/10). When analyzing the subcategories, the most frequent were empirical studies (22); children (19); qualitative analyses (21); within the curricular matrices of Physical Education (7) and Math (4), presents concern with teacher education (12). Studies are convergent in pointing out that the major difficulties on teaching to blind and visually impaired students refer to poor teacher training, when, normally, there is no discussion on the teaching and producing material to work with this specific population. Finally, in addition to mapping studies that have been carried out with blind students in the past ten years, this article points out to gaps in the literature and directs future investigations in this area.

Palavras-chave : Special Education; Blind Students; Teaching Procedures; Curricular Teaching; Teacher Training.

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