Estrategias metodológicas para la identificación de unidades monetarias que permitan la autonomía e independencia en personas con discapacidad visual (ceguera)

Abstract

Blindness is a condition in which a person sees nothing at all, it refers to a visual impairment of the sensory area, which affects the development and ability to perform essential activities of daily life, and represents a decrease in experiences and relationships with the environment. This is the classroom reality of the students of EGB at the elementary level of the Special Education Unit “Claudio Neira Garzon”. The mathematical development of a blind child is limited by his or her visual impairment, and requires the development of intentional situations in which the student needs to solve “mathematical” problems of daily life such as the use and handling of money (monetary units), through auditory, olfactory, haptic and thermal patterns. This research work aims to help educators with information, through the design of a plan with methodological strategies based on game for the discrimination of monetary units of children with blindness. And that emphasizes the construction of a set of multiple learnings, which establish the relationship between elements of reality and mental representation, for the development of mathematical thought. This study is embedded in qualitative research, using descriptive techniques that allow the understanding of the pros and cons in the area of mathematics. In addition, a case study was chosen, exploring the different needs, potentialities and characteristics of classroom reality.