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Reference points provide crucial spatial information for people with visual disabilities, and existing literature categorizes and describes their functions. However, these studies still adhere to a geographical pointillist logic that perceives points as fixed and stable entities and overlooks corporeal processes through which reference points are created. Utilizing concepts from Deleuze-Guattarian philosophy and drawing from sit-down and go-along interviews with visually disabled people, this article answers the question of how to conceptualize reference points from a non-pointillist perspective. By elucidating how reference points need to be actualized through affirmative bodily acts of complex spatio-temporal assemblages, it dismantles their seemingly disembodied and static nature. Consequently, the text explores reference points interwoven with diverse assemblages and examines scenarios in which suitable assemblages could not be assembled, nor could reference points, therefore, be actualized. Thus, the article departs from conceiving of points solely as nouns and presents them in verbal terms, effectively reconciling stability with dynamism. [ABSTRACT FROM AUTHOR]

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Objective: This study explores the perceptions surrounding the work of typhlologists in Colombia. Methodology: The fieldwork was conducted with three population groups: professionals in typhlology, professional blind adults, and blind youth from district educational institutions in the city of Bogota, Colombia. Semi-structured interviews were used as the primary instrument for data collection. Results: It is evident that, although national regulations highlight the importance of typhlology in inclusive education, there is no official profile stablished by the Ministry of National Education in which the field of action, characteristics and specific functions are established. In other words, there is no professionalization of the typhlologist's work. This means that any professional with a minimum of experience in relation to the educational process can accompany the visually impaired population. This could affect the quality of support provided to people with this type of disability in the country. Conclusions: It is necessary to recognize the importance of typhlology as a profession that contributes to inclusive education, to the extent that it addresses all the dimensions of visual impairment. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of PODIUM- Revista de Ciencia y Tecnologia en la Cultura Física is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The preservation of visual health is a fundamental part of the proper development of the individual and allows him/her to maintain his/her independence throughout life. Given the high prevalence of visual impairment and blindness due to preventable causes, the objective of this paper is to analyze visual care, its evolution, scope and challenges of the different actors involved in the study and management of visual disorders in the Mexican population. [ABSTRACT FROM AUTHOR]

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Así amamos: experiencias erótico-amorosas de hombres con discapacidad visual, es un proyecto de investigación-creación desde la comunicación alternativa que inició con una investigación de corte fenomenológico donde se realizaron entrevistas en profundidad a hombres con ceguera y culminó con una serie podcast de ficción. Los principales hallazgos de la investigación concluyen que los hombres con ceguera han vivido de manera diferenciada sus experiencias erótico-amorosas en comparación con las personas normovisuales, quienes tienen poca sensibilización tienen hacia la discapacidad y a quienes les cuesta la idea de relacionarse amorosamente con una persona con ceguera. Los resultados se narran en la serie podcast que consta de cinco capítulos donde se abordan diversos temas de las experiencias erótico-amorosas de la población de estudio: autoerotismo, cortejo, primera vez, relaciones amorosas y ruptura. Se concluye que la investigación-creación desde la comunicación alternativa es una forma de activar la expresión del otro ante la normalidad hegemónica.

El presente trabajo tiene como objetivo reconstruir las vivencias más significativa de una caso enmarcado en una persona con discapacidad visual, para ello se aborda desde un enfoque cualitativo modalidad de estudio de caso, se aplicaron diferentes técnicas e instrumentos como una encuesta sociodemográfica y una entrevista semiestructurada los resultados más importantes muestras como el afrontamiento personal, el apoyo familiar y la superación de barreras logran dar ese impulso para alcanzar las metas. En las conclusiones se destaca que la adquisición de una discapacidad visual en la edad adulta representa un desafío emocional y psicológico significativo, una discapacidad visual trae consigo un numero de Barreras que se debe saber enfrentar con mucha resiliencia y finalmente la discapacidad visual impacta significativamente las dinámicas y roles dentro de la familia, pero que a su vez es esta misma familia la que logra contribuir para que se logre superar dicha deficiencia.

Considering the need to combine theory and practice in planning teaching situations for visually impaired students, this research adopted the assumptions of the Historical-Cultural Theory and the Activity Theory, and was based on the Teaching Guiding Activity. Learning triggering situations for algebraic knowledge were developed, and interventions carried out with a 7thgrade student and another from 8th grade, both visually impaired and attending the multifunctional resource room of a public school in the state network, were analyzed. The aim of this article is to recognize the appropriation of algebraic knowledge by visually impaired students from learning triggering situations. To this end, the data were organized into two categories: manifestations of conceptual nexuses and manifestations of thought and language. These two categories allow understanding the phenomenon of "appropriation of algebraic knowledge" from the situations presented to the students. At the end of the study, it is highlighted that the elaborated situations allowed symbolic and instrumental mediation, enabling the appropriation of the conceptual nexuses of algebra (variation, variation field, and fluency) and of some selected school contents (recognition of unknowns, dependency of variables, and operations with monomials and polynomials). It should be noted that the proposed triggering situations achieved these results through a teaching organization process that considered the conditions for accessibility of the students served. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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El estudio está dirigido a la comprensión para atender las necesidades de inclusión de estudiantes con discapacidad visual durante la práctica del futsal en las clases de Educación Física, poder disminuir su miedo hacia el deporte, mejorar su autoestima y sensibilizar a la familia y al personal docente en su radio de acción y que sean aceptados en cada uno de sus entrenamientos. El objetivo se centra en elaborar una metodología para la enseñanza-aprendizaje del futsal adaptado, para estudiantes con discapacidad visual que desde una educación inclusiva garantice una mejor calidad de vida; de esta forma se mejora su rendimiento y se promueve su bienestar físico y mental. Durante la investigación se utilizaron como métodos empíricos la revisión documental, la observación científica y la entrevista que permitieron conocer a profundidad los antecedentes, el estado actual y prospectivo del problema, así como diseñar la posible solución. Los resultados obtenidos están orientados hacia una transformación desde los ajustes curriculares de las necesidades psicológicas, sociales, comunicativas y físicas de los estudiantes; así, la metodología deja claro cómo trabajar desde los diferentes contextos, las recomendaciones metodológicas y los requisitos a tener en cuenta, a partir de la discapacidad visual presentada y la manera de evaluar. Tal empeño favorece la igualdad de oportunidades y cooperación como seres sociales en el contorno educacional donde se desenvuelven.

El estudio aborda el fortalecimiento de la formación docente para la inclusión de niños con discapacidad visual en la educación, centrado en la Licenciatura en Educación Infantil de la Corporación Universitaria Minuto de Dios en Buga, Valle del Cauca, Colombia. A través de una metodología cualitativa, que incluyó entrevistas semiestructuradas a 21 estudiantes, revisión documental y un grupo focal con 6 profesores experimentados, se propuso examinar las percepciones sobre inclusión, identificar estrategias- contenidos actuales en la formación docente y diseñar intervenciones adecuadas para futuros profesores. Los hallazgos indican una notable falta de conocimiento sobre la discapacidad visual, necesidades en la formación docente y la urgencia de implementar estrategias inclusivas en la formación. Se concluye la importancia de adoptar un enfoque radical, inclusivo y edificante en la formación docente, que sirva de referente para la coeducación como medio para satisfacer las necesidades educativas especiales y fomente el desarrollo de conocimientos, habilidades y estrategias para la vida, promoviendo un ambiente educativo inclusivo en la formación del futuro profesorado y para los estudiantes en condición de discapacidad visual.

Este artículo es parte de una investigación más amplia sobre la enseñanza de la física a personas con discapacidad visual. Tiene como objetivo estudiar, a través de un trabajo en conjunto con un estudiante con discapacidad visual, los recursos didácticos que se utilizan en el espacio curricular de Introducción a la Física y Elementos de Astronomía, en un Instituto Superior de Formación Docente de la provincia de Buenos Aires. Se describen los recursos didácticos utilizados en clase y sus posibles modificaciones desde la perspectiva de la educación inclusiva, teniendo presente la perspectiva única y valiosa que puede hacer el estudiante en referencia a aspectos sobre la accesibilidad, utilidad y adaptabilidad de un recurso didáctico. Aspecto que muchas veces las personas que no tienen una discapacidad visual no logran ponderar.

El siguiente artículo es de investigación original y trata sobre la elaboración de una propuesta interior que se basa en principios del diseño universal y diseño inclusivo. Es planteado con el fin de mejorar la calidad de vida de un usuario de edad avanzada con problemas de visión1. El objetivo es generar una propuesta de diseño interior que tome en cuenta aspectos sensoriales y tecnológicos para ayudar a la persona a realizar actividades cotidianas. En primer lugar, se elabora una base teórica que da a conocer conceptos principales para diseñar un espacio para este tipo de usuario, después se realiza un análisis de la vivienda y sus distintas zonas para identificar las necesidades y, finalmente, a partir de imágenes 3D fotorrealistas, se da a conocer la propuesta de la vivienda, que toma en consideración los pasos anteriormente mencionados para aportar soluciones a los problemas determinados. Se busca ser un referente para crear espacios que puedan ser utilizados por aquellas personas que padecen de esta misma enfermedad.

Copyright of Apotheke is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this article is to demonstrate the proficiency of a congenitally blind student in tactually interpreting accessible representations of a sector graph. The graph depicted in this study was extracted from a mathematics textbook in ink, subsequently rendered as a tactile graph generated with the Braille Fácil program, MONET software, and in manually crafted format using several materials, including EVA, Golden Beads, and various textures. The study focused on the examination of statistical graphical representations and the development of accessible materials for students with visual impairments, including those who are blind or have limited vision. More specifically, our research was centered on the creation of graphical-tactile materials. The study employed a qualitative methodology and utilized task-based interview techniques. Through this methodological tool, we delineated the profile of the participant and examined his approach to interpreting the tactile aspects of the graphic representations offered. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ensino em Artes, Moda e Design is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ensino em Artes, Moda e Design is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pasos: Revista de Turismo y Patrimonio Cultural is the property of Universidad de La Laguna, Instituto Universitario de Ciencias Politicas y Sociales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

En la actualidad la educación de los estudiantes se enfoca en las disciplinas Ciencia, Tecnología, Ingeniería y Matemáticas (modelo integral STEM por sus siglas en ingles). Una estrategia efectiva para incorporar la ingeniería y la tecnología en la educación es promover el pensamiento computacional, donde la programación desempeña un papel fundamental en el desarrollo de habilidades lógicas y del pensamiento lógico estructurado. Sin embargo, es esencial destacar que las personas con discapacidad visual enfrentan desafíos específicos para adquirir estas competencias. El propósito de esta investigación es llevar a cabo un mapeo sistemático de la literatura con el fin de analizar los métodos, técnicas y herramientas utilizados para enseñar programación a niños y jóvenes con discapacidad visual. En este artículo, se exponen los resultados del mapeo sistemático de la literatura en el que se seleccionaron un total de 23 estudios. Los principales hallazgos incluyeron cinco métodos: aprendizaje háptico, resolución de casos, trabajo en equipo, enseñanza activa y enfoque basado en problemas. En cuanto a las técnicas, se identificaron cinco: basadas en tecnología, interactivas, basadas en juegos, en parejas y colaborativas. Para concluir, se encontraron cuatro tipos de herramientas: asistidas, hápticas basadas en audio y lectores de pantalla.

El goalball es un deporte paralímpico que se practica en equipo y lo juegan las personas con discapacidad visual, la investigación que sustenta este artículo es buscar una herramienta inclusiva que permita la participación activa en las clases de educación física para los estudiantes con discapacidad visual y los que no la tienen. Este deporte se ha convertido en uno de los deportes de equipo más emocionantes dentro del programa paralímpico, es por esta razón que nos planteamos el siguiente problema científico: ¿cómo aplicar el Goalball como una herramienta inclusiva para las clases de educación física? para dar solución al problema esbozado, se determina como objetivo principal el implementar el goalball como herramienta inclusiva en las clases de educación física en la Unidad Educativa Juan Antonio Vergara Alcívar en el Cantón Junín. La metodología utilizada tiene un enfoque cualitativo un método que permite investigar la conducta y entender los fenómenos sociales, por ello se investigó la aplicación de un deporte paralímpico como herramienta pedagógica inclusiva, la técnica de recolección de datos usada en este tipo de investigación es la entrevista que se aplicó a los docentes, para determinar la pertinencia de la aplicación de la propuesta pedagógica. Como conclusión es de gran importancia la aplicación de estrategias pedagógicas que permitan la motivación de los alumnos y el incremento del interés por la materia de educación física, sobre todo si se trata de un deporte paralímpico que sea practicado por todos los estudiantes de la clase y a la vez contribuya a la inclusión de aquellos que presentan alguna discapacidad.

Architectural and urban legacies, particularly with cultural functions, need to be enjoyed in a democratic, participatory and inclusive manner. In this sense, a proposal is presented aimed at improving the accessibility conditions to this type of goods, focusing on people with visual disabilities. From a theoreticalpractical perspective and with the contribution of new technologies, work was done at the Victoria Ocampo Cultural Center in the city of Mar del Plata, Argentina. This Center was of interest due to its heritage values and its lack of accessibility. Therefore, the treatment of an audio guide system was undertaken through a primarily qualitative, multidisciplinary and participatory research conception, within the framework of a larger project. In this way, methodologies and dynamic operationalizations were generated as contributions to the formulated problem. [ABSTRACT FROM AUTHOR]

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Ante el nacimiento de un hijo con discapacidad visual o que adquiere esta condición en el transcurso de su vida, la orientación y el acompañamiento a las familias alcanza una connotación especial. El objetivo del presente artículo se encamina a proponer un sistema de orientación familiar para el desarrollo de la autonomía personal en estudiantes con discapacidad visual de la Educación Básica Secundaria en Colombia. En la metodología utilizada se combinaron métodos teóricos y empíricos tales como: histórico-lógico, analítico-sintético, enfoque sistémico y modelación. Se aplicó un cuestionario a familias de estudiantes con discapacidad visual, entrevistas a estudiantes, a docentes de instituciones educativas oficiales y la triangulación metodológica, para determinar regularidades derivadas de los diferentes métodos utilizados. El sistema de orientación familiar está integrado por tres subsistemas que se denominan: básico, de enriquecimiento y de consolidación, que aseguran una relación lógica y armónica al establecer su desarrollo a partir de los resultados obtenidos en el diagnóstico inicial y donde se tienen en cuenta las exigencias de la sociedad y del sistema educativo colombiano. Como resultado se obtuvo que el sistema es pertinente a partir de su aplicación en la muestra seleccionada y contribuyó a la orientación de las familias en el desarrollo de la autonomía personal en su familiar con discapacidad visual.

Understanding audiovisual works and the quality of the viewing experience are two of the main challenges faced by people with visual impairments. This article addresses the importance of media literacy plans for this group and proposes the design of a training program that facilitates knowledge of the codes of language and audiovisual narrative as a tool to achieve an improvement in their critical capacity, facilitating learning more in line with the technological transformations of today's society. Through a review of the scientific literature and a cross-sectional mixed methodological model that combines the use of surveys with interviews with experts, their needs, interests, and training demands have been identified in relation to audiovisual media, contributing to optimizing the program's design. The analysis of the data obtained confirms that this type of proposal contributes to a significant improvement in the lives of people at risk of social exclusion, facilitates their interaction with the world, and collaborates in the elimination of barriers that interfere with the improvement of their digital and media skills. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La comprensión de las obras audiovisuales y la calidad de la experiencia de su visionado, son dos de dos de los principales desafíos a los que se enfrentan las personas con discapacidad visual. El presente artículo aborda la importancia de los planes de alfabetización mediática para este colectivo y propone el diseño de un programa formativo que facilite el conocimiento de los códigos del lenguaje y la narrativa audiovisual como herramienta para lograr una mejora en su capacidad crítica, facilitando un aprendizaje más acorde a las transformaciones tecnológicas de la sociedad actual. Mediante una revisión de la literatura científica y un modelo metodológico mixto transversal que ha combinado el uso de encuestas, con entrevistas a expertos de la Fundación ONCE y del grupo Cinesa, se han identificado sus necesidades, intereses y demandadas formativas en relación con los medios audiovisuales, contribuyendo a optimizar el diseño del programa. El análisis de los datos obtenidos nos permite confirmar que este tipo de propuestas contribuyen a una mejora significativa en la vida de las personas en riesgo de exclusión social, facilitan su interacción con el mundo y colaboran en la eliminación de barreras que interfieren en la mejora de sus habilidades digitales y mediáticas.

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La diversidad es una variable transversal en todos los campos, que debe ser considerada a través de la accesibilidad universal. Ni las zonas urbanas históricas ni el patrimonio edificado tienen que ser excepciones para incluir a la diversidad en su gestión. Pero ¿cómo se consolida una perspectiva de diversidad funcional en el campo cultural patrimonial? Se propone una reflexión sobre la relación que se construye entre patrimonio y sentidos a través de la experiencia de personas con limitación visual, quienes no pueden establecer una relación persona-edificio de una manera visual y recurren a otros campos perceptivos. Tal reflexión permite ampliar las posibilidades para el conocimiento del patrimonio desde el enfoque de la conservación activa, reforzando la idea de conocer para valorar y, en consecuencia, conservar. Desde este enfoque, el patrimonio es visto no como remanente del pasado, sino lleno de futuras posibilidades y, sobre todo, como una presencia actual.

En el presente trabajo se desarrolla una aplicación móvil orientada a personas con discapacidad visual total, que funcione a manera de agenda personal. Permitiendo agregar contactos, listar eventos agendados, programar recordatorios personalizados y notificar eventos a los contactos. El proyecto fue desarrollado utilizando el marco de trabajo Scrum, el cual permitió que exista una mejor planificación de las tareas dentro del desarrollo de la aplicación. Además, el uso de Scrum facilita los cambios o nuevos requisitos que surgieron durante el desarrollo de la aplicación móvil. El proyecto se lo dividió en un total de 6 Sprints de aproximadamente 2 semanas cada uno. La aplicación móvil fue desarrollada utilizando el lenguaje de programación Kotlin, y se realizó una integración con la base de datos Firebase RealTime Database para el almacenamiento de una encuesta de usabilidad integrada dentro de la aplicación. Para el desarrollo de las pruebas de accesibilidad y usabilidad, se contó con el apoyo de la Fundación PROCODIS (Promotora de Comunicadores con Discapacidad Visual) y sus integrantes, personas con discapacidad visual que poseen experiencia utilizando dispositivos móviles. Además, se realizaron pruebas de accesibilidad utilizando herramientas propias de Google para dispositivos Android, a lo largo de todo el desarrollo de la aplicación.

Sonification is a technique for representing data using sound, which has been used in various disciplines, including journalism, more intensively in the last 40 years. Its use with journalistic content is closely linked to practices in other fields, such as the representation of large scientific volumes of data, as well as the interpretation of data sets through sounds for visually impaired people. This article aims to provide a theoretical approach to sonification, an overview of its evolution and the challenges of its use in the context of news reporting. It includes a general introduction to sonification, its main elements and techniques, as well as a bibliographical analysis of both academic and professional literature. As a result, an overview of work based on sonifications is presented: firstly, applied to scientific productions and to people with visual impairment. Based on the above, specific examples of journalistic sonifications are presented, as well as descriptions of tools used to develop this technique. Sonification has proved useful as an alternative representation for discriminating differences in large volumes of data. However, much of its output and tools are still experimental. The complexity of human perception of sound, the difficulty of balancing its emotive and informative values, and the need to train the public in the use of this technique mean that it has yet to become a mass form of data representation. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte is the property of Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective was to characterize the academic activities of students with visual impairment in higher education in a remote teaching situation during the COVID-19 pandemic. The research had a descriptive exploratory design and content analysis method with a convenience sample. It was developed using technological resources, using a semi-structured interview script and the Brazil Economic Classification Criteria questionnaire. Nine adult higher education visual impairment students participated. Data were analyzed using content analysis. There was no significant difference between undergraduate and graduate students regarding the difficulty in using electronic resources, however, graduate students reported greater tiredness and health problems during this period related to the demand and excessive use of the screen. It is necessary to reflect on the positive aspects of emergency remote teaching that could be used in face-to-face teaching for visual impairment students and establish a plan of accessible strategies for future offers. [ABSTRACT FROM AUTHOR]

This article aimed to investigate the process of teaching mathematics to visually impaired students -VI and sighted students with learning difficulties. Intervention type research, involving 06 students (02 with VI and 04 sighted, aged 15 to 20 years, in a state school in the city of Imperatriz-MA, and 06 teachers (02 of Mathematics, 02 of readers and 02 of the multifunctional resource room - SRM "Supplier Relationship Management"). The Numerical Knowledge Test was applied to the students (before and after the intervention). The pedagogical intervention promoted advances in students' learning with natural, integer and rational numbers, demonstrating that the intervention with the Multiplane together with golden material contributed to the interaction of students with the basic contents of Mathematics and consequent learning. [ABSTRACT FROM AUTHOR]

The impact generated by childhood visual impairment is evident in the relationships established by the child with his environment. The research objective was to describe the narratives about the experience of care in parents of children with visual impairment to generate reflections on the associated psychosocial factors and the rehabilitation process. For the above, a qualitative methodology of narrative design was implemented. As a technique to collect the information, the in-depth interview was obtained. The participants are parents of visually impaired children. The findings show confusion associated with the diagnosis, parental overprotection, modifications in the parents' life project after the child's diagnosis, conflicts in the parental couple, and situations of social exclusion that children face. It is concluded that it is important to reflect on the implementation of new alternatives to support parents in the process of adaptation to diagnosis and rehabilitation. [ABSTRACT FROM AUTHOR]

The educational product presented here is the result of a research project entitled "Teaching mathematics to blind people using Monet software: Creating tactile graphics for the teaching of quadratic functions," conducted within the scope of the Professional Master's Program in Teaching Sciences, Mathematics, and Technologies at UDESC. This product consists of an activity booklet that provides representations of the knowledge object "quadratic function" in algebraic, graphic, tabular, and natural language formats, accessible through touch and vision. This accessibility is made possible by the simultaneous and synchronized presence of Braille and ink writings, as well as embossed graphics and tables. The goal of this product is to offer blind high school students’ tactile access to representations of the mentioned function while also serving as a support material for teachers, even if they are not proficient in the Braille System. Constructed with the Braille Fácil and Monet software and printed in Braille, these representations underwent evaluation and approval by two blind experts who serve as Braille text reviewers. The experimentation of the activities involved the participation of two blind students. The research was grounded in Duval's Theory of Semiotic Representation Registers and adhered to the criteria established by Cerqueira and Ferreira for the production of tactile materials. In this qualitative work, with a case study as the methodological approach, it was concluded that an appropriate material, combined with the "Global Interpretation Procedure," represents an integral mechanism for blind individuals to analyze representations of the quadratic function through their remaining senses. [ABSTRACT FROM AUTHOR]

Copyright of REiDoCrea: Revista Electrónica de Investigación y Docencia Creativa is the property of REiDoCrea: Revista Electronica de Investigacion y Docencia Creativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)