Educação na Adversidade (Visual) Elaborado por Magda Eliziário
Autor: Meg Eli | Publicado: 2011-08-16T06:47:00-07:00

A educação inclusiva está baseada na necessidade de proporcionar a igualdade de oportunidades, mediante a diversificação dos serviços educacionais de modo a entender as diferenças individuais do aluno, por mais acentuada que seja. É claro que esta visão sobre a criança portadora de deficiência há algum tempo atrás não era vista da mesma forma. Esta mudança passou por várias fazes, da mais cruel para chegarmos onde hoje estamos. No fim do século XV, na Grécia a criança portadora de deficiência era vista como uma “aberração”, e assim exterminada, pois naquele período se valorizava a beleza física. No Cristianismo influenciado pelo Clero começaram a ver essas deficiências como um Dom Divino e até mesmo como punição de Deus. A mudança da sociedade influenciou para a criação de instituições para pessoas portadoras de deficiências físicas ou “deformações”. A partir daí, foram criadas instituições para acolher dos portadores de deficiência físicas e mentais. Apesar da mudança as pessoas portadoras de deficiência eram excluídas da sociedade, pelo fato de acreditarem que não seriam capazes de se integrar normalmente na sociedade. O século XX do seguimento ao processo de humanização da sociedade. Junto com a Declaração dos Direitos Humanos em 1948, se inicia um processo de institucionalização dos portadores de deficiência. A educação especial surge como uma proposta inovadora de aplicação dos conceitos pedagógicos, na formação da cidadania e na apreensão da cultura universal pelas pessoas com história de deficiência. O nosso país fez a opção pela construção de um sistema universal inclusivo, com o que diz respeito à Declaração de Salamanca (Espanha, 1994) na conferência mundial sobre Necessidades Especiais: Acesso e Qualidade. A Declaração de Salamanca visa os direitos das pessoas Portadoras de Necessidades Especiais na escola inclusiva. A concepção da Educação Inclusiva desloca-se das necessidades sociais expressas nos currículos padrão tradicionalmente organizados, para o âmbito das necessidades individuais do aluno.
A educação inclusiva deve ser aplicada de forma com que a escola se adapte ao aluno e não o aluno com necessidades especiais se adapte a escola. Cada criança tem características, interesses, capacidades e necessidades de aprendizagens próprias e diferentes. Afinal, ninguém é igual a ninguém e nem mesmo tão diferente.
A escola do ensino regular deve assumir essa forma integradora de modo que possa interagir com a comunidade e a família. Não podemos assumir atitudes discriminatórias, seja ele por qualquer motivo, será que nos como educadores podemos aceitar uma criança com necessidades especiais e recusar um aluno que por algum motivo veio à escola com os pés no chão? Cabe a todos nós abolirmos a barreira do preconceito, descriminação e dificuldades. A inclusão não se limita apenas a integração no ensino regular, mas também na comunidade, na família e na sociedade em geral. É uma atitude de aceitação, de mudança, de transformação. Todas as crianças devem aprender juntas, independentemente de suas dificuldades e necessidades educacionais especiais, deve receber todo o apoio educacional e eficaz. As crianças com dificuldades especiais não podem ser excluídas, mas sim, encaminhadas as salas regulares e se necessário às salas especiais onde terão o atendimento especializado para o melhor desenvolvimento e desempenho de se mesma.
Projeto:

Tema: UMA INCLUSÃO PARA TODA A VIDA!

I - JUSTIFICATIVA
Leis Significativas - Lei Federal nº. 7.853/89 - “Dispõe sobre o apoio às pessoas portadoras de deficiência, sua integração social, sobre a Coordenação Nacional para Integração da Pessoa Portadora de Deficiência - CORDE institui a tutela jurisdicional de interesses coletivos ou difusos dessas pessoas, disciplina a atuação do Ministério Público, define crimes, e dá outras providências";Lei Federal nº. 8.069/90 - “Dispõe sobre o Estatuto da Criança e do Adolescente, e dá outras providências";

Decreto nº. 914, que institui a Política Nacional para a Integração da Pessoa Portadora de Deficiência, no seu artigo 3º, define: "Considera-se pessoa portadora de deficiência aquela que apresenta, em caráter permanente, perdas ou anormalidades de sua estrutura ou função psicológica ou anatômica, que gerem incapacidade para o desempenho de atividade, dentro do padrão considerado normal para o ser humano". (Direito das Pessoas Portadoras de Deficiência. Brasília: CORDE, 1994);Declaração de Salamanca, de 10 de junho de 1994.
Lei nº. 10.436, de 24 de abril de 2002 - Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva - aprovada e publicada em janeiro de 2008.

Conceito da Unidade Escolar – Acreditamos na inclusão coerente, organizada em princípios lógicos que privilegie a adequação do ambiente com as necessidades do aluno, a formação do profissional com habilidades e somente então a integração do indivíduo.

Pessoas Envolvidas: A direção, coordenação, professora, funcionários, alunos e pais, professoras do contraturno.
Duração: Durante todo ano letivo

Realidade da Unidade Escolar:
&nbsp;Após visita realizada pela professora na instituição, APAE, com o intuito de recebermos orientações dos profissionais capacitados que trabalham com o nosso aluno, constatamos que esta unidade escolar não se encontra equipada adequadamente para atender as necessidades do mesmo. Diante disso sentimos a necessidade de apoio material para que seja realizada de maneira satisfatória e correta a inclusão do aluno.
Publico alvo: Alunos do 3º.
Objetivos: 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Observar as variedades de linhas. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Desenhar utilizando linhas. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Experimentar produzir linhas utilizando diversos materiais. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Aprecia Aprender a se comportar como um espectador de teatro. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Reconhecer a interpretação dos atores, a dramaturgia, os cenários, a iluminação, o uso da música, o uso de elementos de animação etc. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Observar o que tem relação com a atuação dos atores, como a interpretação e a gestualidade. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Conhecer diferentes tipos de suporte de ilustração. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Estudar trabalhos de ilustradores presentes em diferentes portadores de texto e imagem (capas de CD, livros, rótulos de produtos). 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Conhecer e apreciar recursos de iluminação, cenário e figurinos. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Compreender as diferenças entre seres vivos e elementos não vivos. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Entender a propagação da luz. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Produzir registro com desenho. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Produzir um registro instrucional. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Saber o que são micro-organismos. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Observar a existência da força da gravidade e entender como ela age. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Identificar paisagens
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Compreender que o homem altera o espaço onde vive de acordo com suas necessidades e ao longo do tempo. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Refletir a respeito da importância da ação humana na transformação das paisagens. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Desenvolver noções de duração e simultaneidade e comparar linhas do tempo. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Organizar um material de consulta a palavras com grafias irregulares. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Produzir resenhas literárias. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Saber reconhecer num texto os aspectos discursivos que necessitam de revisão e aprimorar o material. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Resolver problemas de divisão com procedimentos numéricos (sem usar desenhos no caso das crianças que já têm certa familiaridade com a resolução de problemas) 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Relacionar a divisão com a multiplicação 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Conhecer as principais características da restinga e relacioná-las às condições do clima e do solo. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Compreender a importância da relação entre os ecossistemas para o equilíbrio do ambiente. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Refletir sobre as consequências das ações do homem no ambiente. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Estimativa e antecipação de resultados. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Criar e explorar um repertório de gestos com intenção comunicativa. 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Realizar cálculos mentais.
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Propiciar a interação do deficiente visual com os elementos sociais, culturais, motores e de reabilitação, experimentação e ampliação das vivências corporais, utilizando diversos contextos da educação e reabilitação.
Áreas de Conhecimento:
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Arte;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Língua Portuguesa;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Matemática:
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ciências;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Geografia;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; História;
Procedimentos:
Artes:
Mostra de desenhos com barbantes:
Para ajudá-lo nesta sequência, imprima as imagens feitas por Picasso e ressalte as linhas com cola de relevo. O trabalho com barbantes é desenvolvido normalmente e o registro das linhas pode ser feito com canudos ou cola de relevo. Amplie o tempo de realização das etapas para que o aluno possa perceber os desenhos dos colegas. Todas as crianças devem explorar espaços e objetos da escola em grupos, para que o aluno com DV exercite o tato. Conte com o AEE para que o aluno escreva as legendas em braile.
Avaliação:
Observe como as crianças desenham e experimentam os materiais. Organize uma apreciação coletiva. Peça que elas falem sobre as suas produções e analise se observam mudanças nas dos colegas. O objetivo é perceber o quanto a atividade favorece o uso do desenho para explorar diferentes linhas e experimentar novas soluções, ampliando o repertório.
Vamos ao Teatro:
Na hora de selecionar o espetáculo, investigue se ele oferece recursos que estimulem os demais sentidos além da visão - como texturas nos figurinos e no cenário, uso de instrumentos musicais, riqueza na trilha sonora ou diferentes cheiros de objetos explorados em cena. Esses recursos ajudam a incluir o aluno com deficiência visual na apreciação da trama. Também é possível apostar no recurso da áudio descrição. Trata-se de fazer a descrição oral do que acontece em cena no intervalo das falas dos atores, com o cuidado de deixar brechas para que o aluno cego possa fazer suas próprias interpretações da peça. Registre todas as etapas da discussão e estimule o seu aluno a fazer o mesmo em braile. 
Avaliação:
Observe se os alunos são capazes de reconhecer e comentar as características específicas da arte teatral, como a interpretação dos atores e os elementos cênicos. É possível também avaliar com base na leitura de críticas teatrais e convidá-los a refletir: todos concordam com elas?Analise de Referencias:

Para que crianças com deficiência visual possam analisar diferentes referências de ilustração, apostem em colagens, imagens com cordões ou tintas em alto-relevo. Há, também, livros com texto e ilustrações em brailes distribuídos por organizações como a Fundação Dorina Nowill. Ajude, oralmente, a fazer a relação das imagens com os textos, para facilitar a compreensão do aluno cego. Se necessário, amplie o tempo de realização da atividade. 
Avaliação: 
Observe se as falas dos estudantes sobre as imagens expressam os diferentes propósitos da ilustração. É importante que eles abordem a função dela e as informações que apresenta, relacionando-as com o texto.
Ciências:
Conhecer Seres Vivos:
Pense em um aluno com deficiência visual que está aprendendo o braile, já iniciou o aprendizado, mas ainda não tem ritmo ou muitas habilidades para trabalhar com a máquina de escrever na classe. Na 1ª etapa, o professor propõe a participação oral de todos os alunos. Observe que ao direcionar a palavra ao aluno cego deve falar seu nome uma prática que deve tornar-se habitual em classe. Lembre que ele não vê a comunicação gestual ou corporal. No momento de registro, proponha duplas para que um colega sirva como escriba. Quando fizer o quadro com as principais respostas, sempre leia o que escreve para que o aluno cego participe. Se houver parceria com o AEE, esse quadro poderá ser transcrito em braile para que o aluno tenha o material e possa aprimorar o exercício com a escrita em braile. Para a 2ª etapa, a "observação" pode ser tátil. Providencie potes maiores para a entrada da mão e peça que o aluno traga em braile os números e nomes de identificação dos potes, se for individual. Se essa construção, dos potes, for coletiva, use também o exercício de descrição do que está acontecendo. As crianças vão contando, ele ouve e todos ganham habilidades. Para o registro das hipóteses e das observações ele pode usar um gravador. Se for o caso, no AEE ele pode transcrever em braile. O mesmo vale para os relatórios semanal e final. Quanto ao diário, existem desenhos em braile, mas não podemos generalizar as habilidades ou os materiais disponíveis. A orientação é para que o professor investigue as habilidades e use os recursos disponíveis. A escola deve ter dicionário e livros para pesquisa em áudio ou braile. Uma sugestão é pesquisar acervo de distribuição no portal do MEC, além de instituições e bibliotecas públicas da cidade. Lembre-se, também, que o tempo para elaboração da escrita ou da transcrição pode ser maior. Por isso, é fundamental combinar prazos que possibilitem a atividade no AEE ou a colaboração da família do aluno com deficiência visual.
Avaliação: 
Peça que os alunos escrevam uma síntese do mês de observações, identificando quais dos três objetos são seres vivos e quais são inanimados e explicando as transformações ocorridas no período. Nessa produção, verifique se eles conseguem descrever as principais características dos seres vivos, se diferenciam plantas e animais e se correlacionam a morte da mosca e o crescimento do pé de feijão aos estímulos ambientais.

Luz: Registro com desenho cientifico
Alunos sem cegueira total são capazes de distinguir a luz da sombra. Isso vai ajudá-los nessa atividade. Caso contrário, você poderá trabalhar em duplas ou em pequenos grupos e pedir para que o aluno cego trabalhe sentindo a temperatura da luz, aproximando as mãos da lanterna e mudando os cubos de lugar. Nas demais etapas ele terá que ouvir as descrições feitas pelos colegas. Ajude-o fornecendo informações prévias sobre a propagação da luz em braile. O registro em desenho pode ser feito em relevo, feito com cola ou com o contorno pontilhado. Por se tratar de um desenho científico, peça para que ele escreva em braile o nome das cores e dos elementos desenhados. 
Avaliação: 
Verifiquem se, testando hipóteses, os alunos entenderam o conceito apresentado. E confira se os desenhos reproduzem a experiência de maneira adequada.
Micróbios: Registro instrucional
Promover uma discussão coletiva sobre a experiência e faça o registro escrito dos procedimentos e conclusões para que ele possa construir seu próprio texto em braile. Se necessário, amplie o tempo de realização dessa atividade. Forneça textos instrucionais em braile antecipadamente. Antes de dar início ao trabalho, é preciso montar uma estufa caseira: caixa de papelão tampada com um buraco pelo qual seja possível colocar uma lâmpada incandescente. 
Avaliação: 
Analise os textos produzidos e veja se todos conseguiram descrever as etapas da experiência corretamente. Observe se os conceitos foram aprendidos e quais informações chamaram mais a atenção dos alunos. O uso de desenhos também deve ser considerado.
O que é gravidade:
Antecipe a etapa da exibição do vídeo junto ao AEE e faça a áudio-descrição das imagens. Discuta com o aluno cego a percepção que ele tem sobre a gravidade. Use um globo terrestre adaptado para mostrar ao aluno a rotação da Terra e estimule que todos os registros sejam feitos em braile, mesmo que a criança ainda não domine este sistema de escrita. Uma sugestão para analisar a força gravitacional é amarrar chocalhos nos objetos e permitir que o aluno avalie o peso de cada um antes que sejam arremessados. Com o barulho dos chocalhos será mais fácil perceber que os objetos chegam ao chão simultaneamente. Reforce a descrição oral de todas as etapas e ofereça materiais para que a criança faça o desenho na etapa de avaliação e sinalize a gravidade - como cola de relevo, canudos ou pedaços de barbante. Se necessário, amplie o tempo de realização desta sequência para o aluno.
Avaliação: 
Observe as falas das crianças, analisando se usam os termos força e gravidade. Peça que façam um desenho de observação da queda das pelúcias. É importante que sinalizem a gravidade - usando setas apontadas para o chão, por exemplo.
Historia:
Mudanças nas paisagens
Os alunos sem deficiência devem descrever o que veem para os cegos. Com barbante, cola plástica e outros materiais que criem relevos, destaquem os contornos do mapa e faça as legendas correspondentes. Oriente a turma a descrever a fotografia, em voz alta, em detalhes, para o colega com deficiência. Os estudantes sem deficiência devem descrever detalhadamente as imagens para os colegas cegos. 
Imprima o texto em braile ou escreva o texto com as letras ampliadas para os que têm baixa visão. É possível também disponibilizar o arquivo em áudio. Faça o mesmo com o registro do quadro. 
Faça legendas em braile ou com as letras ampliadas para descrever cada foto. 
Os alunos com deficiência devem escrever a carta no computador adaptado a eles, para que seja impressa em tinta. Caso escrevam em braile, a mensagem deve ser transcrita antes de ser enviada.
Avaliação: 
Com o apoio das imagens e dos registros, cada aluno terá de escrever uma carta para um familiar idoso contando como a Avenida Paulista era no passado, quais mudanças sofreu e como está hoje. Ao encerrar, ele deve pedir ao destinatário que responda com comentários, críticas e novas informações. Observe se no texto, além de descreverem as várias fases da paisagem, os estudantes creditam as mudanças ao homem e citam a passagem do tempo como suporte para os acontecimentos. Providencie o envio do material aos destinatários e combine uma data para discutirem as respostas.
Analise de linha do tempo:
As informações da linha do tempo devem ser disponibilizadas em braile para o aluno com deficiência visual. Explique antecipadamente o que é uma linha do tempo e para que serve. A turma pode construir uma grande sequência, desde que os registros sejam táteis. Uma sugestão é utilizar fios de lã, por exemplo. Isso ajuda a criança a compreender a noção de cronologia. Os registros devem ser feitos em braile e com letras grandes, para crianças com baixa visão. 
Avaliação: 
Observe se os alunos percebem as várias possibilidades de periodizar a história do Brasil e se notam que, mesmo representados de maneiras diferentes, alguns tópicos falam dos mesmos eventos.
Português:
Elaboração de cartazes de irregularidades ortográficas. Ofereça ao aluno cego o registro em braile das palavras contidas no cartaz. Conte com apoio do AEE e discuta oralmente as grafias, para que ele acompanhe e corrija os erros frequentes.
Avaliação:
Verifique se o material é usado com frequência pelos alunos e se os termos que aparecem no cartaz já não são mais grafados de maneira equivocada.

Leitura para refletir sobre a escrita
Escolha textos disponíveis em Braille para alunos cegos alfabetizados neste sistema. Alie o planejamento das aulas com a sala de recursos e estimule seu aluno a reler os textos atenciosamente no contra turno. Todos os pontos da discussão levantados pela turma devem ser repassados pelo professor ao aluno com deficiência visual. Uma máquina Braille disponível ou uma reglete para que ele anote as informações que considerar relevantes, é fundamental. Os problemas encontrados nas produções textuais dos alunos devem ser enumerados oralmente. Capriche, também, na interpretação da leitura das histórias. Ao longo da produção do cartaz, sugira que o aluno com deficiência visual colabore na discussão dos itens e expressões. O conteúdo do cartaz pode ser copiado em Braille, para que o aluno cego também tenha acesso a este material de apoio.
Avaliação: 
Observe a participação de cada aluno com base nos seguintes aspectos: faz comentários sobre a qualidade do que lê? Percebe o que torna os textos claros ou bem escritos? Utiliza recursos que auxiliam na escrita? Identifica textos e autores que possam ajudá-lo numa questão específica? Para os que apresentam maior dificuldade, recorra sempre ao trabalho em parceria - se for o caso, realize junto com o estudante esta sequência didática.
Reescrita com personagem – narrador
Livros em braile ou com ilustrações em alto-relevo ou em áudio. Deixe que ele manuseie livros em braile e com ilustração em alto-relevo o que irá ampliar sua atenção para o conto. Faça um cartaz em braile. Facilite o acesso do aluno com texturas coladas no chão da porta de entrada da sala até o painel, fixe-o em uma altura acessível. Conte com a colaboração da família ou do AEE para que leiam esses contos para o aluno e estabeleçam uma discussão mais individualizada em torno das características e do enredo da história. Estimule-o a ouvir o áudio em casa ou na classe com uso de fone de ouvido. Ele pode iniciar a escrita em sala e terminar em casa usando a máquina de braile.
Procure, sempre, relatar o que está escrevendo na lousa. Coloque-o junto a uma dupla que possa esclarecer suas dúvidas durante a fala da professora. O aluno com deficiência poderá fazer essa etapa de revisão sozinho em classe e, posteriormente, com o AEE no contra turno.
Avaliação: 
Nos debates durante a leitura, na produção de texto e nos processos de revisão, verifique se cada aluno compreendeu e utilizou adequadamente os conceitos de focalização e modalização. Atenção, sobretudo, às mudanças entre a primeira e a segunda versão do texto, avaliando que pontos precisam ser reforçados por meio de novas revisões e do retorno aos textos-fonte para confirmar os recursos dos autores.
Mural de indicações literárias
Ofereça resenhas escritas à mão, com letras ampliadas ou digitadas em corpo 30 para auxiliar os alunos com baixa visão. Nas produções coletivas, o aluno cego dita suas ideias para os colegas videntes ou para o professor, que servem como escribas. O mesmo vale para a atividade de revisão, em que os textos dos alunos devem ser entregues em Braille ou em letras ampliadas à criança com deficiência visual. Disponha uma máquina Braille para a produção individual do seu aluno cego e conceda mais tempo para que ele realize a atividade no contra turno, já que, talvez, ele ainda não saiba escrever direito. O mural de indicações literárias deve ser todo composto com tipos grandes.
Avaliação:
Observe as alterações dos textos, o resultado da produção em dupla e os aspectos modificados na produção individual. Nas revisões, os estudantes devem ter usado elementos dos textos de referência para agregar qualidade às novas produções. É essencial que tenham conseguido se colocar no lugar de um leitor e avaliar se comunicaram o que pretendiam. No caso de textos que apresentem muitos problemas, retome a revisão e discuta os aspectos que precisam ser melhorados.
Matemática:
Uso do Sorobã/Ábaco:
Conceitos espaço-temporais, noções práticas relativas a peso, medidas e quantidades e outras utilizadas na vida, como compra e venda, troco, leitura de horas, cálculo de distâncias, etc. é vivenciada, a todo o momento, pelas crianças de visão normal. Recorrer ao professor especializado, no sentido de valer-se dos recursos necessários em tempo, a fim de evitar lacunas no processo de aprendizagem da Matemática.
Divisões equitativas
Na primeira etapa, se o aluno não domina a escrita em braile, peça que o colega de dupla dê apoio para o registro. Incentive que ambos discutam suas hipóteses e decidam juntos a forma de colocar as ideias no papel.
Na segunda etapa, desenvolva a mesma estratégia de trabalho proposta na etapa anterior, mas diga que o aluno trabalhe em dupla (com o colega ou com sua companhia nesse caso, seja o escriba). No momento de compartilhar os resultados da turma, verbalize todas as informações escritas para que o aluno acompanhe a atividade da melhor maneira possível. Durante a discussão, lance perguntas diretamente a ele para favorecer sua atenção.
Por fim, encaminhe essa proposta para o AEE para que o aluno tenha um contato maior com objetos e as formas de registro indicadas, incluindo o desenho em alto-relevo e o registro em braile.
Avaliação: 
Faça a tabulação das estratégias usadas na resolução dos problemas, observando os avanços dos estudantes, e verifique quais passaram a utilizar procedimentos numéricos. Os resultados serão importantes no planejamento das aulas seguintes. Para que as aulas de matemática se convertam em um ambiente de trabalho propício para a elaboração de diversas estratégias, é importante promover, após a resolução de um problema, uma instância de trabalho coletivo que permita compará-las. O registro das conclusões ou dos diversos recursos possíveis em cartazes e nos cadernos ajudará os alunos a se apropriar do que foi produzido coletivamente em aula.
Antecipando resultados:
Amplie os objetivos propondo aquisições básicas para cada atividade, faça adequações quanto aos valores e recursos de apoio para as operações. Estimule a colaboração (colegas mais avançados exercitam suas habilidades e contribuem com exemplos). Proponha o uso da calculadora adaptadas com números em braile para as crianças com deficiência visual quando a participação coletiva for prioridade (se todos vão socializar resultados, é fundamental que o aluno alcance-os rapidamente para contribuir no grupo). Quando for necessária a adequação de valores ou procedimentos às capacidades do aluno, sem prejuízo na construção coletiva, faça atividades diferenciadas. Elaborar problemas ilustrados, com imagens de situações cotidianas, podem ajudar, assim como contextualizar questões.
Avaliação: 
Proponha novos problemas, como: "Tenho 1.550 reais e quero comprar um celular que custa 750 reais e um tênis por 580 reais. Meu dinheiro será suficiente?" Esclareça que os estudantes devem resolver as questões antecipando os resultados, sem calcular, e depois registrar as estratégias. Analise se a turma buscou saídas de antecipação eficientes e discutidas anteriormente.
Geografia:
Analise do Ecossistema do litoral
Para trabalhar com alunos com deficiência visual, prepare um mapa dos biomas brasileiros em relevo. Colar folhas de diferentes tamanhos e texturas sobre o mapa, que lembrem as espécies do referido bioma, pode ser uma alternativa criativa. No caso do aluno cego, também vale preparar um segundo mapa, com as legendas em Braille, assim como todo o material de apoio, que deve ser disponibilizado em Braille ou em formatos de áudio. Uma atividade prévia no contra turno, que envolva a análise de mapas, pode ajudá-lo a realizar as etapas desta sequência em sala. O trabalho em equipe auxilia o aluno com deficiência visual na construção das tabelas e na descrição dos biomas. Privilegie as experiências sensoriais e faça com que ele toque nas diferentes amostras de solo. Ele poderá fazer observações a respeito dos tipos de solo tão precisas quanto as dos alunos videntes. Não se esqueça de pedir para que ele registre todas as etapas em Braille, para posterior consulta. Se necessário, amplie o tempo da realização de algumas etapas para que o aluno cego consiga cumpri-las. 
Avaliação: 

Peça que os grupos retomem as anotações que fizeram nas etapas anteriores e produzam um texto sobre restinga com as informações aprendidas. Analise se o trabalho abrange os aspectos do estudo: a caracterização do ambiente é clara? A importância da preservação da vegetação é ressaltada? Os impactos do homem foram apontados? Os alunos reconhecem a relação entre o ambiente natural e as ações humanas?
Educação Física:
Busca gerar inclusão social com qualidade de vida, valorização e superação pessoal por meio de atividades de condicionamento físico, atividades lúdicas e recreativas, atividades aquáticas, jogos cooperativos, jogos de tabuleiro, atividades esportivas, tais como, polybat, altletismo, goalball, futsal e judô, e, organização e participação em gincanas e competições estaduais e nacionais.
Conteúdos:
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Desenho;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Apreciação;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Caracterização de seres vivos; 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Distinguir luz da sombra;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Micro-organismos; 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Gravidade;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Paisagem; 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Construção e modificação do espaço; 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Conhecer as grafias irregulares;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Produção textual;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Produção textual (reescrita de contos tradicionais);
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Focalização e modalização;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Revisão;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Construção de tabuadas proporcionais e análise das primeiras relações numéricas multiplicativas; 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Construção progressiva de estratégias de cálculo mental para resolver multiplicações e divisões;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Restinga; 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Tipos de solo;

Material:
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Cartolina e canetas coloridas;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Barbante ou lã preta;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Câmera fotográfica;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Pincel macio grosso;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Tinta guache;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Sulfite;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Lápis grafite;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Imagens dos trabalhos de Edith Derdyk (como Slice Arco Madrid) e Pablo Picasso;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; CD Pequeno Cidadão (Arnaldo Antunes, Edgard Scandurra, Taciana Barros e Antonio Pinto, Selo Rosa Celeste) com encarte; 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Livro Coisas que Eu Queria Ser (Arthur Nestrovski e Maria Eugênia, 56 págs., Ed. Cosac Naify);
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Embalagens ilustradas de produtos de uso cotidiano; 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Uma pedra, uma semente de feijão, uma mosca comum (Mosca domestica), três potes de vidro de tamanho médio (250 mililitros) com tampa, um conta-gotas, um punhado de terra e água;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Lanterna;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Caixa de papelão com um dos lados aberto;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Cubos de plástico;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Papel espelho;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Microscópio;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Cotonetes;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Meio de cultura (PDA); 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Estufa caseira;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Vídeo que mostra a vida em uma estação espacial; 
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Bichos de pelúcia de pesos diferentes ou outros objetos presentes na sala: (como caixa e apagador, balança, globo terrestre);
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Mapa político do Brasil, cópias de imagens da Avenida Paulista, como as que ilustram a reportagem, e do texto Avenida Paulista, de Mario Lopomo;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Linhas do tempo do Brasil em texto ou imagem (anexo ao final);
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Livro de Textos do Aluno do Programa Ler e Escrever;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Pincéis atômicos;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Resenhas literárias publicadas na mídia e livros já lidos pela turma;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ábaco/Sorobã;
·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Maquina de braile;
Conclusão:
Em síntese a esta pequena contribuição gostaríamos de deixar claro que a qualidade essencial de qualquer vida satisfatória e recompensadora passa quase que exclusivamente por uma interação entre as pessoas. Ainda assim, elas tem uma consciência muito forte de outras pessoas, situações, ambientes, objetos, etc....Desta forma que acreditamos que comunicação não é apenas linguagem. Comunicação pode ser a "Linguagem Interna" que é construída de experiências de vida e esta, tem um poder tão grande que foge aos sentidos humanos; tem entre outras qualidades, a luz, o som, o ar, o toque, o movimento, a sabedoria e o talento.

Bibliografia:
NOGUEIRA, Nildo Ribeiro. Pedagogia dos Projetos. São Paulo: Ed. Àtica, 2001.
GAIO, Roberta; MENEGHETTI, Rosa G. Krob. Caminhos da Educação Especial no Brasil. Petrópolis: Vozes, 2004. 
MEC, BRASIL. Diretrizes Nacionais para a Educação Especial na Educação Básica, 1999. www.mec.gov.br 
STOBÄUS, C. D.; MOSQUERA, J. J. M. Educação Especial: em direção à escola inclusiva. Porto Alegre: EDIPUCRS, 2003.
Aulas de Inclusão com a Professora Sueli.
Atividades adaptadas do livro Narrar por Escrito Desde un Personaje - Acercamiento de los Niños a lo Literario, de Emilia Ferreiro e Ana Siro.
Montoya, R. Sanchez. Ordenador y Discapacidad.
Practicas de Apoyo a las Personas con Necesidades
Educativas Especiales. Disponível em: www.ordenadorydiscapacida.net
Rodrigues, C. L. Bessa. Livro Acessível: Diagnóstico e Agenda para uma Estratégia Regulatória com o Setor Privado. Disponível em: www.bancodeescola.com
SÁ, Elizabet Dias. Oficina Educação Inclusiva no
Brasil: Diagnóstico Atual e Desafios para o Futuro —
Relatório Sobre Tecnologias Assistivas e Material
Pedagógico. Disponível em: www.bancodeescola.com

















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