Methodological Strategies for Students with optical Impairment: Approaches and Teaching Practices

Abstract

This study aimed to present methodological strategies for students with visual impairments in the educational context, emphasizing inclusive practices that promote equitable learning. It starts from the premise that inclusive education requires not only didactic adaptations but also the integration of technological resources and innovative pedagogical approaches. The research sought to understand how such practices contribute to the development of the skills of students with visual impairments. The methodology adopted was based on a qualitative, descriptive approach, grounded in a narrative literature review. The research was conducted between February and September 2025, encompassing academic publications from 2009 to 2025. The research corpus included articles, books, and book chapters that address inclusive pedagogical practices, adapted methodologies, and the daily school life of students with visual impairments, allowing for a contextualized analysis. The results indicate that tactile learning, the use of assistive technologies, and audio description are effective strategies for enhancing comprehension and content retention among visually impaired students. Furthermore, it was found that interdisciplinary collaboration between education and technology fosters innovative practices that enrich the pedagogical experience. It is concluded that the consolidation of these methodologies strengthens school inclusion, promoting respect, equity, and social justice in the educational environment.