Group play with children with visual impairment

observation about the interaction with partners

Abstract

Studies on group play of visually impaired children emphasized obstacles to peer interaction.  This research aims to analyze models of interaction between children with visual impairment in play situations and the role of the adult, aiming the identification of possible difficulties as well as examples of adult intervention to improve those interactions. Three five-year-old children with visual impairment (blindness and low vision) were observed. The sessions were filmed and episodes were selected, focusing on the specific modes of interaction, use of toys and adult actions. The analysis was based on categories concerning the intervention of the adult researcher and the interaction between children in children's play. Data analysis indicated specific forms of interaction and elaboration of scenes. It was emphasized the researcher's role in promoting play, based on identified needs, such as the description of actions and objects for blind children and different actions to promote joint play. It was considered that playgroups favor the interaction between children with visual impairment and contribute to the identification of specific modes of adult interaction and intervention. These aspects were considered relevant for pedagogical planning in the context of inclusive education.

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