Teacher
Pedagogical practices and strategies for adapting methods, mediating knowledge and creating an inclusive, empathetic learning environment.
Recommendation
It is recommended to provide every student, including those with a visual impairment, with the minimisation of cultural, physical and bureaucratic constraints in the academic environment, in order to create a welcoming and collaborative setting, and encouragement of social interaction, with empathy.
The recommendations were formulated in Brazilian Portuguese. This is a faithful working translation; the Portuguese version is the canonical one. Read the original in Portuguese
Responsibility
Every teacher and tutor.
- Teacher
- Tutor
Opportunity
Every teacher and tutor has the opportunity to reflect on the strategies chosen when developing and creating team activities and tasks, following up with students through conversations, reports or anonymous forms.
Applicability
Do
Form working groups using criteria that ensure the active inclusion of the student with a visual impairment, making sure the activity’s base material is digitally accessible so that they take part on equal terms.
Don’t
Allow the veiled exclusion of the student with a visual impairment from group work, or assign them only passive tasks (such as "just listening") that do not encourage direct interaction with the content and with classmates.
Examples
An example of well-formatted activity instructions. A sans-serif face at an enlarged size (18pt) on a dark background with light letters (AAA contrast) makes reading easier for people with low vision, ensuring they understand their role in the team.
An example of text in a serif face, italic, justified and with very poor colour contrast (grey text on a white background). These elements create deep visual barriers and hinder the student’s engagement.