Ensino de química ao aluno cego: um estudo sobre as barreiras de inclusão

Abstract

Inclusive education is a fundamental right for individuals with disabilities. However, accessibility is not always guaranteed, and attitudinal barriers are challenging. This study investigates the attitudinal barriers of a blind student in both basic and higher education. The research was conducted through observations, interviews, and conversational dynamics with the students, teachers, administrators, and colleagues at the educational institutions where she attended high school and began higher education. Our findings show that the attitudinal barriers promoted by teachers, classmates, and the student's family (albeit unconsciously) hindered her inclusion process. We concluded that, in addition to architectural accessibility, institutions need to take action to promote awareness and reduce prejudice against people with disabilities so that their inclusion can be effective.