Resumo

BARROS, Alessandra Belfort; SILVA, Silvana Maria Moura da  e  COSTA, Maria da Piedade Resende da. Difficulties in the process of school inclusion: perceptions of teachers and students with visual impairments in public schools. Bol. - Acad. Paul. Psicol. [online]. 2015, vol.35, n.88, pp. 145-163. ISSN 1415-711X.

This article describes the main difficulties encountered by teachers of regular education and students with visual impairment, attended by the Center of Pedagogic Support to Persons with Visual Impairment (CAP), in the implementation of public inclusion policies. Documental analyses and semi-structured interviews were utilized for the collection of data. These interviews were applied to two groups of participants, i.e., five visually impaired students attended by CAP, and five teachers of regular education. This research was conducted at CAP and also in five public schools of the capital of a Northeastern State of Brazil; four from the state network and one municipal. Data were based on the assumptions of content analysis, according to comparative categorization of the answers of the participants, classifying them into converging and diverging categories. The results of this analysis revealed that the difficulties encountered by those interviewed include lack of materials, resources and equipment adapted to those students with visual impairments; the high number of students in the regular classes; lack of an adequate proficiency of the teachers and the diversity of students, among others. In view of the data obtained, the conclusion is that for the inclusion process of visually impaired students attended by CAP in public state and municipal schools of the regular education in that capital to be effective, it is necessary to have a physic-structural and curricular organization in the schools, investment in high assistive technologies, training of teachers focused on specialized educational attendance in the common classes of regular teaching and an articulation between the teachers of the special schools for a planning that could attend the diversity of those to be educated

Palavras-chave : Public policy; School inclusion; Visual impairment.

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