School experience of the child and adolescent with visual impairment: family experience.

Mayara Caroline Barbieri,Monika Wernet,Gabriela Van Der Zwaan Broekman Castro,Regina Aparecida Garcia De Lima,Giselle Dupas

doi:10.1590/0034-7167-2018-0254

Abstract

to understand the experience of families about school experiences of children and adolescents with visual impairment. a qualitative study developed through the Symbolic Interactionism and narrative research. Data were collected through a semi-structured recorded interview, with eleven families of children/adolescents with visual impairment, totaling 40 participants. two phenomena emerged: "exclusion context" and "impaired school performance". Prejudice experienced at school brings devastating consequences to the life of the visually impaired child/adolescent and his family. Isolation occurs, difficulty adapting to the support resource and deficits in school performance. production contributes to awakening professionals involved with the assistance of these people. Effective participation of health professionals in this area is required to develop actions with students, teachers and families, aimed at meeting the needs of learning and health promotion, inclusion, and respect for differences.

Highlights

Visual impairment (VI) encompasses low vision and blindness, both of which limit the execution of daily activities, bringing repercussions to everyday life
This condition is present in the school context and imposes to the professionals inserted in this environment the challenge of promoting learning that allow respectful respect and consideration to the differences of each human being[2]
The description is that, when using the resources, such as confirming the disability and difference of the child and adolescent before the colleagues, causes feedback of prejudiced attitudes. He lives in situations of prejudice in school, because he does not go with glasses, I’m sure they mock him [...] When he put on the glasses he was ashamed, said “I will not wear this!”

Summary

INTRODUCTION

Visual impairment (VI) encompasses low vision and blindness, both of which limit the execution of daily activities, bringing repercussions to everyday life. Epidemiological data from the Brazilian Council of Ophthalmology (Conselho Brasileiro de Oftalmologia) show that around 5% to 10% of pre-school children already present some type of visual problem, such as refractive errors, being the main cause of VI in children in Brazil[1]. This condition is present in the school context and imposes to the professionals inserted in this environment the challenge of promoting learning that allow respectful respect and consideration to the differences of each human being[2]. In view of the above and in line with the importance of school in the development and social integration of the child, the question arises: how is it possible for the family to experience school inclusion of children and adolescents with VI from the perspective of Symbolic Interactionism?

METHOD

Methodological procedures

RESULTS

DISCUSSION

Study limitations