MOREIRA, Edna Maria Farias.
Resumen:
The Portuguese teacher, when working with the language in its varied possibilities of composition of the message, finds challenges in the implementation of the inclusion of the blind student in the common classroom. This concern arises from this work, whose main objective is to reflect on the use of methods and resources aimed at teaching Portuguese language to the blind student in regular school, in an inclusived proposal. The methodology used characterizes a qualitative research, of bibliographic and exploratory character. To this end, the present investigation is constructed from the theoretical constructs of authors such as Aranha (2005), Farias (2011), Lomônaco (2010), Romagnolli and Ross (2008) and Vygotsky (1989). Through these authors it was possible to understand the historical perspective with a focus on the laws and decrees that guide the access of these students to school inclusion and that subsidize the understanding of the assumptions and organizations necessary to promote an inclusive and welcoming education. The research indicates that for the implementation of inclusive practices, it is necessary for the teacher to know the student's peculiarities, since it directly influences their educational process and development. In addition, understanding the role of resources such as the regulator and punch, Perkins machine, Braille printer, Braille lines, software and screen readers are essential to allow the blind to access text, writing and the world of information. The didactic materials selected, considering the possibilities of these students, act as stimulators of the student as they enrich and facilitate the teaching and learning process, as is the case with books in ink and Braille, embossed images, audiobooks and screen readers. The strategies indicated by the authors that compose the research that are directed to the blind aim to facilitate learning, enhance their student autonomy and guarantee their full access to the content worked on, with the use of instruments that allow them to enter the world of literature, the understanding of the different textual genres, the contact with the spelling rules and their different uses. For this, teacher education, therefore, must be in accordance with the principles of attention to diversity and the inclusion of students with special educational needs, since it is important for the establishment of an effective relationship for the equal care of blind students and those who see.
