Abstract
The article aims to describe and discuss the research design on reading in students with low vision in elementary school. Low vision is a type of impairment of visual functions to a degree different from blindness, having different degrees, and refers to simple perception of light to the reduction of acuity and visual field that interferes or limits the execution of tasks and performance. Since the early years, the primary function of favoring the development of the student in its fullness, a fact that constitutes a constant challenge in the life of the student with low vision. The methodological contribution was qualitative research with a hermeneutic approach in the narrative review. As a theoretical reference, Dahene (2012), Gasparetto (1997), Lovie-Kitchin, Bevan and Hein (2001), and Legge (2007). From the analysis carried out, the result indicates that new pedagogical practices are needed in reading with students with low vision, given the lack of knowledge of their visual potential.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
