INCLUSIVE EDUCATION AS A PERIPHERAL FOR PEOPLE WITH VISUAL DISABILITIES

Based on the reality of the marginalization of people with disabilities and, consequently, the labeling of inclusive education as peripheral, this article intends to bring very brief notes of the reality of people with disabilities until the creation of the first specialized institutions. It also presents the development of education up to the perspective of inclusion, the achievements through official documents, such as conventions, declarations, laws, decrees and ordinances, in addition to structural capacitism against this growth. Finally, there is the report of a people with visual disabilities, who aims to elucidate some obstacles faced in accessing education and assistive technologies that can be used, such as tactile flooring, audio system at bus stops, Braille, audiotext , audio description and resources tactiles that can be a great help for the making of geographic maps, location maps, models and any other elements that contribute to the construction of knowledge. The methodology used was a qualitative research, based on bibliographies in dialogue with the experiences lived by the author. It was concluded that attitudinal, architectural, methodological, programmatic, communicational barriers, among others, must be removed to achieve equity.