Interactions between Special Education and Regular Education: pedagogical actions for blind students

Abstract: Pedagogical actions are analyzed that were carried out in the teaching of Mathematics to blind students, based on the interaction between Special Education and Regular Education. This is a qualitative study, of the descriptive-exploratory type, with a documental character. Based on Historical-Cultural Theory, it was carried out in a Specialized Educational Assistance Center dedicated to visual impairment. Entries in specific forms and dialogues written and recorded in audios, collected among the participating subjects, were used for data collection. The results show: (a) the interactions carried out between Special Education and Regular Education expand the teaching and learning of Mathematics to visually impaired students, as they articulate and complement the work between both; (b) interaction and study among teachers allow learning and conceptual changes about disability and the possibility of learning for these people, expanding research and studies on inclusive education.