Programa de Pós-Graduação em Ciências da Saúde, Faculdade de Medicina, Universidade Federal de Goiás, Goiânia, Goiás, Brazil.
Department of Medicine, Centro Universitário de Anápolis, Anápolis, Brazil.
Anat Sci Educ. 2021 Sep;14(5):682-692. doi: 10.1002/ase.2058. Epub 2021 Mar 10.
In Brazil, a federal law ensures that all students with disabilities are entitled to enrollment in higher education institutions. Higher courses in human anatomy stand out for their complexity in both theoretical and practical contents. Therefore, adaptation is required to accommodate students with special educational needs. This study aimed to describe the experience of a Support Teacher in the development of inclusive pedagogical practices for the discipline of Human Anatomy offered in the physiotherapy course for a student with low vision and blindness. The challenges and learning difficulties faced by a visually impaired student are reported. Qualitative analysis was performed by interviewing a student with low vision and blindness and a Support Teacher. The audio recordings were transcribed, categorized, and analyzed using content analysis. The Support Teacher created schematics and drawings of anatomical structures, reviewed theoretical and practical contents, developed adaptations of the examinations, and applied palpatory anatomy to facilitate the student's learning process. The findings illustrate that the student faced the greatest difficulty in dealing with the emotional aspects, due to the inability to visualize the anatomical details in human cadavers. Thus, the presence of a Support Teacher was fundamental to ensure that the student could learn the content and overcome this limitation. In conclusion, personalized adaptation, commitment, and collaborative work between the Support Teacher and students with low vision and blindness improve their learning conditions.
在巴西，联邦法律确保所有残疾学生都有权进入高等教育机构。人体解剖学的高级课程在理论和实践内容上都非常复杂。因此，需要进行适应以容纳有特殊教育需求的学生。本研究旨在描述一名支持教师在为视力障碍和失明学生开设的物理治疗课程中的人体解剖学课程中发展包容性教学实践方面的经验。报告了视力障碍学生面临的挑战和学习困难。通过采访一名视力障碍和失明学生以及一名支持教师进行定性分析。对音频记录进行转录、分类和内容分析。支持教师创建了解剖结构的示意图和图纸，复习了理论和实践内容，调整了考试，应用触诊解剖学来促进学生的学习过程。研究结果表明，由于无法在人体解剖标本上可视化解剖细节，该学生在处理情感方面遇到了最大的困难。因此，支持教师的存在对于确保学生能够学习内容并克服这一限制至关重要。总之，个性化适应、支持教师的承诺以及与视力障碍和失明学生的合作工作改善了他们的学习条件。
