ACCESSIBILITY AND AUDIODESCRIPTION: A LOOK AT THE LEARNING OF STUDENTS WITH VISUAL IMPAIRMENT
The theoretical essay on screen aims to present the audio-description of static images of a didactic book as a tool of pedagogical adequacy contributory to the access to the image universe of students with visual impairment. As a methodological choice, it is theoretical essay, by bringing, in a dial...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | EDUCAÇÃO: Teoria e Prática |
| Idioma: | inglés español portugués |
| OAI Identifier: | oai:periodicos.rc.biblioteca.unesp.br:article/13840 |
| Acceso en línea: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/13840 |
| Access Level: | acceso abierto |
| Palabra clave: | Deficiência visual. Áudio-descrição. Imagens estáticas. Visual Impairment. Audiodescription. Static Images. Deficiencia Visual. Audiodescripción. Imágenes Estáticas. |
| Sumario: | The theoretical essay on screen aims to present the audio-description of static images of a didactic book as a tool of pedagogical adequacy contributory to the access to the image universe of students with visual impairment. As a methodological choice, it is theoretical essay, by bringing, in a dialogic way, a proposed reflection on the object of knowledge listed. Audio-description as an assistive technology resource can be a contribution for teachers in the school environment to ensure that blind and low vision students have autonomy and empowerment in activities, exercises and so on. This communicational accessibility feature can be understood as the description of all pertinent and essential information so that people with visual impairments, at the same time as sighted people, have access to the visual event. It is concluded that the presence of audiodescriptions in static images, as a tool for adaptation, can guarantee the visual accessibility of students with visual impairment, since it promotes the equalization of opportunities for the eradication of silence between text and image, so common in schools when dealing with the blind and visually impaired student. |
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