Blind student in higher education: Specialized pedagogy service
On the 1988 Constitution, in its article 208, it says that the specialized educational service to disabled people must occur preferentially in the regular teaching network. The first document refering to the higher education and disabled people was organized by the Ministry of Education and Culture...
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| Format: | Online |
| Language: | Portuguese |
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Universidade Estadual de Campinas (UNICAMP)
2016
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| Online Access: | https://econtents.sbu.unicamp.br/eventos/index.php/simtec/article/view/9864 |
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| author | Mendes, Fátima Aparecida Gonçalves Cruvinel, Lila Lea |
| author_facet | Mendes, Fátima Aparecida Gonçalves Cruvinel, Lila Lea |
| author_sort | Mendes, Fátima Aparecida Gonçalves |
| collection | Portal de Eventos Científicos da UNICAMP |
| container_reference | Resumo dos trabalhos do SIMTEC Simpósio dos Profissionais da UNICAMP; v. 6 (2016): Temática: UNICAMP 50 ANOS - Memórias, Experiências e Trajetórias profissionais; 237-237 |
| description | On the 1988 Constitution, in its article 208, it says that the specialized educational service to disabled people must occur preferentially in the regular teaching network. The first document refering to the higher education and disabled people was organized by the Ministry of Education and Culture in 1996. From that moment, the legislation provides changes and new documents about the inclusion in all education levels. In case of person with visual impairment, the Braille system and the assistive technology promote autonomy. This study presents the specialized pedagogy's activities when serving blind student in higher education, as well as showing the importance of the specialized service to this customer base. The student initiated a course on the health field, in 2016, and started to be served in the computing activities and when it comes to braille, in a rehabilitation center at São Paulo State countryside. A study with qualitative nature was carried out in this work. The student, congenital blind, uses the braille typewriter in classroom, including taking tests and activities for grade. These tests and activities must be transcript for the professor to correct them. Another communication means is the use of computer with a screen reader, for example. On the computer, the student is autonomous to access the internet, read and write email, open and read attachments. We conclude that the student's accessibility and autonomy is essential for the academic life. |
| first_indexed | 2025-10-08T14:05:22Z |
| format | Online |
| id | ojs-article-9864 |
| institution | Universidade Estadual de Campinas |
| issn | 2525-5398 |
| language | por |
| last_indexed | 2025-11-05T21:09:18Z |
| publishDate | 2016 |
| publisher | Universidade Estadual de Campinas (UNICAMP) |
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| spelling | ojs-article-98642025-11-05T14:29:23Z Blind student in higher education: Specialized pedagogy service Aluno cego no ensino superior: atendimento da pedagogia especializada Mendes, Fátima Aparecida Gonçalves Cruvinel, Lila Lea Braille. Tecnologia assistiva. Deficiência visual. Cego. Ensino superior. On the 1988 Constitution, in its article 208, it says that the specialized educational service to disabled people must occur preferentially in the regular teaching network. The first document refering to the higher education and disabled people was organized by the Ministry of Education and Culture in 1996. From that moment, the legislation provides changes and new documents about the inclusion in all education levels. In case of person with visual impairment, the Braille system and the assistive technology promote autonomy. This study presents the specialized pedagogy's activities when serving blind student in higher education, as well as showing the importance of the specialized service to this customer base. The student initiated a course on the health field, in 2016, and started to be served in the computing activities and when it comes to braille, in a rehabilitation center at São Paulo State countryside. A study with qualitative nature was carried out in this work. The student, congenital blind, uses the braille typewriter in classroom, including taking tests and activities for grade. These tests and activities must be transcript for the professor to correct them. Another communication means is the use of computer with a screen reader, for example. On the computer, the student is autonomous to access the internet, read and write email, open and read attachments. We conclude that the student's accessibility and autonomy is essential for the academic life. Na Constituição de 1988, em seu artigo 208, consta que o atendimento educacional especializado às pessoas com deficiência deve ocorrer preferencialmente na rede regular de ensino. O primeiro documento que trata sobre o ensino superior e as pessoas com deficiência foi organizado pelo Ministério da Educação e Cultura em 1996. A partir desse documento a legislação traz alterações e novos documentos sobre a inclusão em todos os níveis de ensino. No caso da pessoa com deficiência visual, o sistema Braille e a tecnologia assistiva promovem a autonomia. O presente estudo apresenta as atividades da pedagogia especializada no atendimento de aluno cego no ensino superior, bem como mostra a importância do atendimento especializado para essa clientela. O aluno ingressou em um curso na área da saúde, no ano de 2016, e passou a ser atendido nas atividades de informática e no que se refere ao braille, em um centro de reabilitação no interior do Estado de São Paulo. Neste presente trabalho realizou-se um estudo de natureza qualitativa. O aluno, cego congênito, utiliza a máquina de escrever braille em sala de aula, inclusive para fazer provas e atividades para nota. Essas provas e atividades devem ser transcritas para que o professor possa corrigi-las. Outro meio de comunicação é o uso do computador com um leitor de tela, por exemplo. No computador, já está autônomo em acessar a internet, ler e escrever email, abrir e ler anexos. Conclui-se que a acessibilidade e a autonomia do aluno é essencial para a vida acadêmica. Universidade Estadual de Campinas (UNICAMP) 2016-10-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Análise lógica Analytical Research application/pdf https://econtents.sbu.unicamp.br/eventos/index.php/simtec/article/view/9864 10.20396/simtec.vi6.9864 Resumo dos trabalhos do SIMTEC Simpósio dos Profissionais da UNICAMP; v. 6 (2016): Temática: UNICAMP 50 ANOS - Memórias, Experiências e Trajetórias profissionais; 237-237 2525-5398 por https://econtents.sbu.unicamp.br/eventos/index.php/simtec/article/view/9864/9306 Copyright (c) 2016 Fátima Aparecida Gonçalves Mendes, Lila Lea Cruvinel https://creativecommons.org/licenses/by/4.0 |
| spellingShingle | Mendes, Fátima Aparecida Gonçalves Cruvinel, Lila Lea Braille. Tecnologia assistiva. Deficiência visual. Cego. Ensino superior. Blind student in higher education: Specialized pedagogy service |
| title | Blind student in higher education: Specialized pedagogy service |
| title_full | Blind student in higher education: Specialized pedagogy service |
| title_fullStr | Blind student in higher education: Specialized pedagogy service |
| title_full_unstemmed | Blind student in higher education: Specialized pedagogy service |
| title_short | Blind student in higher education: Specialized pedagogy service |
| title_sort | blind student in higher education: specialized pedagogy service |
| topic | Braille. Tecnologia assistiva. Deficiência visual. Cego. Ensino superior. |
| url | https://econtents.sbu.unicamp.br/eventos/index.php/simtec/article/view/9864 |
| work_keys_str_mv | AT mendesfatimaaparecidagoncalves blindstudentinhighereducationspecializedpedagogyservice AT cruvinellilalea blindstudentinhighereducationspecializedpedagogyservice AT mendesfatimaaparecidagoncalves alunocegonoensinosuperioratendimentodapedagogiaespecializada AT cruvinellilalea alunocegonoensinosuperioratendimentodapedagogiaespecializada |
