Pedagogical Resources for Students with Usher Syndrome Due to Deafblindness in the Classroom

Abstract

This paper was developed in regular school. The goal was to check the learning impact on pedagogical activities with visual adaptations for a student (12 years old) with Usher syndrome. Usher syndrome is a genetic condition: congenital hearing and eyesight loss due to Retinitis Pigmentosa, which affects the retina. The “night blindness” manifests itself, initially, because the patient struggles to see at night, followed by peripheral vision loss. The blind spots grow into “tunnel vision”. Tools such as family, teacher and patient interview; vision functional evaluation; CCTV to stablish reading pattern and low-cost materials in the teacher’s presentation of content were used in the methodology. Usher syndrome generates problems and impacts the education if the teacher’s and the school’s approach to the student do not change. The organization of pedagogical resources in the classroom, respect for the student’s pace according to their conditions and visual adaptations and the distinguished and structured strategy proposal should all be directed towards an inclusive and high-quality environment to contribute to the improvement of their learning process.

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