PERSPECTIVES OF FAMILIES OF CHILDREN WITH VISUAL IMPAIRMENT IN THE PROCESS OF ADAPTATION IN EARLY CHILDHOOD EDUCATION

• Grant number: 25/00716-3
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: May 01, 2025
• End date: December 31, 2025
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Fabiana Cia
• Grantee: Carla Carolina Veronez
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

The family context plays a fundamental role during the adaptation process in Early Childhood Education, as it is the main pillar of emotional, social and cognitive support for children, especially for families of individuals with visual impairments, due to their particularities and needs. Considering these assumptions, the objectives of the research will be: (a) to describe the process of school adaptation of children with visual impairment in Early Childhood Education, according to the opinion of the hearing family; (b) to analyze the feelings experienced by families in the process of school adaptation in Early Childhood Education of children with visual impairment; (c) to identify the services offered by the school and the adaptations made for children with visual impairment in Early Childhood Education, according to the opinion of the families; (d) to identify the gains in the development of children with visual impairment after entering Early Childhood Education; and (e) to identify the importance of family involvement in the education of blind children. To this end, the research will be developed with approximately 5 parents or guardians of children (ages ranging from 0 to 6 years) with visual impairment. To achieve the objectives, a semi-structured interview script will be used and the data obtained will be qualitative. The expected results are to understand the process of including individuals with visual impairments in Early Childhood Education and to support education professionals to adopt more inclusive pedagogical practices.