SPECIAL EDUCATION, PSYCHOLOGY AND TECHNOLOGY: OBSERVATIONS IN A SPECIALIZED SCHOOL FOR PEOPLE WITH VISUAL IMPAIRMENT

Abstract

This report presents the observation carried out in a special education school for the visually impaired, focusing on the analysis of pedagogical methods, interactions between teachers and students, and tools used. The experience aimed to understand inclusive practices in the educational context and the challenges faced in creating adapted teaching materials. The method used was systematic observation, with photographic records and notes in a field diary, in addition to dialogues with school professionals. The results highlight the relevance of assistive technologies, such as 3D printers and screen reader software, in promoting student autonomy. The need for greater technical training for the use of advanced equipment and partnerships with universities for the development of innovative materials was identified. It is concluded that inclusive practices, associated with adapted technologies, are essential to guarantee learning and independence for people with visual impairments, highlighting the importance of investments in teacher training and research in this area.