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Logic Blocks: Manual Assistive Technology for Visually Impaired Students
Abstract
This chapter presents perceptions resulting from a piece of a continuing education course developed in conjunction with basic education teachers whose goal was to adapt and analyze the use of the logic blocks as a manual assistive technology, aiming inclusive pedagogical practices in the work performed in regular classes intended for visually impaired people's enrollment. It is about a qualitative research, outlined as research formation. The data were obtained through reports and activities developed by teachers participating in a workshop stimulated during a training course. The analyses are supported by the presuppositions of figurational sociology of Norbert Elias. The results make it clear that the teachers consider organizing the assistive technology application as a tool for inclusive pedagogical practices.
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