PEDAGOGICAL STRATEGIES FOR LITERACY OF BLIND STUDENTS IN THE EARLY GRADES OF ELEMENTARY SCHOOL

Abstract

This research focuses on inclusive education in the literacy of blind students in the early years of elementary school. The general objective is to investigate and propose effective pedagogical strategies for the literacy of blind students in the early years of elementary school, promoting inclusive and equitable education. Specific objectives include: analyzing the challenges faced by teachers in the literacy of blind students; identifying pedagogical practices that favor the learning of students with visual impairments; and exploring how initial and continuing teacher training is addressed in the literature to promote the inclusion of blind students. Using a qualitative approach, the research is based on bibliographic and documentary analysis, consulting scientific articles, educational legislation, and databases such as SciELO and Google Scholar. Among the main results, the relevance of continuous and specialized teacher training, combined with the use of adapted pedagogical strategies such as the Braille system and inclusive teaching resources, stands out. It is concluded that the literacy of blind students requires collaborative efforts between teachers, schools, and administrators, promoting a truly inclusive school environment and ensuring the full and equitable development of these students.