Abstract:

Educational stakeholders aware of the great diversity of students in the classroom should provide the better conditions, both material and personal, to all students, but essentially to those with special educational needs, including the visually impaired. This is important to contribute to equality of learning opportunities. This work is based on qualitative research, to identify effective teaching-learning resources available in educational contexts for students with visual disabilities to learn mathematics, based on professional daily experience of a group of teachers. Sharing good practices, it is possible to replicated and improve then, promoting real inclusion scenarios in ordinary centers and other educative contexts (formal or informal). It was used an interview as data collection instrument. Answers was analyzed by a content analysis category system to respond to the general objective. Results show some manipulative materials used to learn mathematics among children with visual disabilities: boxes of lights, games of sounds and lights, golden Montessori material, box of numbers, 2D and 3D figures, models, calculation bars, macroforms, abacuses and information and communication technologies, magnifying glasses (electronic, tele-magnifying glass) and Perkins machine.

Keywords:

Mathematics, educational resources, disabilities, blindness.