Acessibilidade de estudante deficiente visual aos cursos da saúde do Centro Universitário das Faculdades Metropolitanas Unidas – FMU

Abstract

Accessibility for visually impaired students in a health course at FMU’s School of Health requires a comprehensive approach, covering educational materials, the learning environment, and clinical practices. The Institutional Psychopedagogical Support Center (NAP) plays a crucial role in this process, providing technical and educational support to promote equity in education and ensure full participation for students with disabilities. NAP operates on three main pillars: "I Am," focused on developing socio-emotional skills and mental well-being; "I Respect," which promotes diversity and human rights by ensuring architectural accessibility; and "I Learn," which aims at educational inclusion, adapting materials and removing communication and digital barriers. In health courses, practical activities are essential for professional training, and including visually impaired students requires planning that respects their limitations while enhancing their abilities. Key strategies include adequate supervision and methodological adjustments, the use of tactile resources and detailed technique descriptions, realistic clinical simulations, and inclusive assessments that consider alternatives for visually oriented tasks. Institutional support is essential, offering specialized pedagogical support, psychological and academic assistance, and continuous training for teachers and peers to foster an inclusive environment. Effective inclusion requires the commitment of everyone involved to help students fully develop their competencies and contribute to a more inclusive society.