Advisor(s)
Abstract(s)
Na tentativa de encontrar algumas respostas para as necessidades decorrentes da
nossa prática educativa com alunos cegos, este estudo, de caráter exploratório,
pretendeu conhecer as perceções e importância que alunos cegos e professores de
educação especial atribuem às representações de imagens grafo-táteis. Pretendeu
também, conhecer a sua legibilidade e identificação em alunos cegos e a pertinência da
sua utilização no contexto educativo atual de inclusão. Este tipo de reconhecimento tátil
supõe uma digitalidade percetiva háptica (informação cutânea e cinestésica), de tato
ativo, fundamental na forma como estes processam e usam a informação de imagens.
Com base na observação de seis alunos com cegueira (congénita e adquirida), na
identificação de imagens em relevo e no resultado de entrevistas efetuadas a seis
professores de educação especial, foi possível concluir que a representação grafo-tátil é
importante e pertinente para o aluno cego no contexto educativo inclusivo.
Contudo há ainda um longo caminho a percorrer na construção e utilização de
materiais/imagens em relevo para motivar a aprendizagem e promover um ambiente
favorável à inclusão.
In an attempt to find some answers to the needs arising from our educational practice with blind students, this exploratory study sought to understand the perceptions and the importance that blind students and special education teachers attach to representations of graph-tactile images. It also aimed to know its readability and identification among blind students and the appropriateness of its use in the present educational inclusion context. This kind of recognition implies a haptic perceptible digitality (tactile and kinaesthetic information), of active tact, essential to the way they prosecute and use figurative information. Based on the observation of six students with blindness (congenital and acquired), on the identification of embossed pictures and on the results of interviews to six special education teachers, it was possible to assume that the graph-tactile representation is important and relevant to the blind student in educational inclusion context. There is however still a long way to go in the construction and use of materials/embossed pictures to motivate the learning and to promote an environment propitious to inclusion.
In an attempt to find some answers to the needs arising from our educational practice with blind students, this exploratory study sought to understand the perceptions and the importance that blind students and special education teachers attach to representations of graph-tactile images. It also aimed to know its readability and identification among blind students and the appropriateness of its use in the present educational inclusion context. This kind of recognition implies a haptic perceptible digitality (tactile and kinaesthetic information), of active tact, essential to the way they prosecute and use figurative information. Based on the observation of six students with blindness (congenital and acquired), on the identification of embossed pictures and on the results of interviews to six special education teachers, it was possible to assume that the graph-tactile representation is important and relevant to the blind student in educational inclusion context. There is however still a long way to go in the construction and use of materials/embossed pictures to motivate the learning and to promote an environment propitious to inclusion.
Description
Keywords
Cegueira Inclusão Perceção grafo-tátil Imagens em relevo Blindness Inclusion Graph-tactile perception Raised-images