ESTRATÉGIAS DE ENSINO E INCLUSÃO DE ALUNOS COM BAIXA VISÃO NAS AULAS DE EDUCAÇÃO FÍSICA: UM ESTUDO DE CASO

The insertion of students with disabilities, global developmental disorders and high ability/gifted has challenged school spaces to build new teaching alternatives. In order to accommodate the educational needs of students with disabilities, it is extremely importante to adapt resources and teaching strategies in the educational environment. In that sense, this study aimed to verify if physical education teachers aplly teaching strategies and use pedagogical resources for the inclusion of students with visual disability in their classes at elementar school of the regular education network of Uba and Tocantis, both from Minas Gerais. The present research was developed under a qualitative approach, of the case study type. Two students with visual disability and two physical education teachers participed in the research, these were interviewed based on a previously established script. For the records of the classes, the observation script was used. The data to got were processed in the IRAMUTEQ software through similarity analysis. The results showed that both students to feel included in physical education classes, as well as participating in activities developed in class. Among the teaching strategies used by teachers identified in the study, the speaking, the demonstration of the activity, the alteration of rules, when necessary, and the teaching style by task, were stand out. It was conclued that, despite having a positive atitude towards the process of inclusion of students with visual disability in the regular school system, teachers do not use of manner planned strategis and pedagogical resources. Received on: 2020/10/30 Reformulated on: 2021/01/15 Accepted: 2021/01/15