The literacy process of visually impaired children through the audiodescription of multimodal texts (comic strips)
School inclusion stipulates that all children have their specificities taken into account in the teaching-learning process, so that their disability, whether physical or intellectual, does not become an obstacle to their intellectual development. Based on this understanding, the aim of this study is...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Cadernos do GPOSSHE On-line |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/11784 |
| Acceso en línea: | https://revistas.uece.br/index.php/CadernosdoGPOSSHE/article/view/11784 |
| Access Level: | acceso abierto |
| Palabra clave: | Inclusão; Atendimento Educacional Especializado; Audiodescrição. Inclusion; Specialized Educational Assistance; Audiodescription. Inclusión; Asistencia educativa especializada; Audiodescripción. |
| Sumario: | School inclusion stipulates that all children have their specificities taken into account in the teaching-learning process, so that their disability, whether physical or intellectual, does not become an obstacle to their intellectual development. Based on this understanding, the aim of this study is to investigate how professionals who work in the regular classroom and in the multifunctional teaching room read multimodal texts to literate children with visual impairments. In this way, it will be possible to see how these professionals use audio description to support teaching for visually impaired children. The qualitative research involved elementary school teachers linked to the municipal network of Horizonte-CE, visually impaired people inserted in society, and a consultant in audio description, and was carried out between the months of May and June 2021. It was found that not all teachers are able to perform audiodescription with disabilities, that is, they are able to adapt the written message to the visually impaired public, which points to the need for initial and continuing training to support teachers in this task. |
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