dc.contributorUniversidade Federal do Piauí
dc.contributorUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2015-02-24T13:58:06Z
dc.date.available2015-02-24T13:58:06Z
dc.date.created2015-02-24T13:58:06Z
dc.date.issued2014
dc.identifierBritish Journal of Visual Impairment, v. 32, n. 2, p. 157-169, 2014.
dc.identifier0264-6196
dc.identifierhttp://hdl.handle.net/11449/115462
dc.identifier10.1177/0264619614528342
dc.identifier5197619968036480
dc.description.abstractThis study aims to identify, describe, and analyse strategies used by a teacher to support the mobility of students with visual impairment in various school environments. A female student with visual impairment in Brazil, aged 5 years, and her classroom teacher participated in the study. Their interactions were videotaped, and later, their dialogue and actions were transcribed. Six themes of analysis were elaborated, one for each support strategy used by the teacher. The results revealed that the strategies employed by the teacher often hampered the child’s orientation and mobility. This was probably the result of a lack of assistance by professionals specialised in Orientation and Mobility, as stipulated in Brazilian legislation.
dc.languageeng
dc.relationBritish Journal of Visual Impairment
dc.relation0,337
dc.rightsAcesso restrito
dc.sourceCurrículo Lattes
dc.subjectdeficiência visual
dc.subjectorientação e mobilidade
dc.titleStrategies used by the children's education teacher for orientation and mobility of the visually impaired student
dc.typeArtículos de revistas


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