Crianças cegas e videntes na educação infantil : características da interação e proposta de intervenção
Abstract
A reduced number of empiric studies treats of the characterization of the social interactions
between blind children and sighted children and of the effectiveness of the activities
developed to stimulate those interactions in the atmosphere of the Childish Education, what
hinders the proposition of strategies consequent and well happened of inclusion. Blind
children that received constant and specialized stimulation or non-systematic stimulation have
different possibilities of exploration of the atmosphere that share with the friends in the school
and of interaction with your peers. Those possibilities can be strongly related to the possibility
of independent and safe displacement in the space that they frequent proportioned by motor
development. The objectives of this study were: 1) to characterize the social interaction of
blind children that received or not constant and specialized stimulation; 2) to characterize the
social interaction of blind and sighted children; 3) appraised the effect of intervention
proceedings in inclusive school environment in the repertoire of social interactions blind
child with sighted children and in their motor development. Two blind children and their
classmates of inclusive classroom participated of this study. They are from different
institutions, with ages until 5 years old. Were organized situations where children could play
free, beyond activities semi-structured with the objective of to promote interaction between
the children and the motor development of the blind child. The children performances were
registered in videotapes during the play situations. The treatment of data adopted a system of
classification of interactions among children that it allowed the comparative analysis of the
established interactions for the blind children and sighted. For evaluation of intervention were
identified the manifestations of the blind child's behaviors referring to the social interaction
listed as specific objectives. To evaluate the possible advancement of the blind child's motor
development were conducted evaluations before and after the activities semi-structured
through the Inventário Portage Operacionalizado (IPO) and of manual and in video
registrations. Found it significant differences when comparing the characteristics of the blind
children's interactions with the one of the sighted children, as well as in the comparison of the
two blind children's acting. In the present study was observed that having constant and
specialized stimulation the blind children it presents behaviors similar to the one of a child
sighted in the school. With the intervention procedures, motor acting and interactive
behaviors were included in the blind child's repertoire, making possible your insert in the
school environment.