Reflections about inclusive education from the perceptions of visually disabled students from a technical course in massotherapy

Abstract

Abstract: This study aimed at reflecting on the teaching and learning processes of students with visual impairments, by exploring different expectations and ways to guarantee an inclusive education. The enacted reflection is the build of a qualitative research of interpretive nature in the light of Content Analysis. There were 7 subjects participating in this research: they were all students with some level of visual impairment, from a technical course in Massage therapy. Each student, after signing the informed consent form, responded to a semi-structured interview regarding their perceptions related to their course training process, thus the set of transcribed responses comprises the set of analyzed data. The descriptive and reflective analysis of the text is organized into groups referring to previous training; motivation when choosing a course in Massage therapy; teachers’ planning in order to meet their needs, including adaptations made in both theoretical and practical classes and whether these contributed to their learning processes, which include testimonials of how the students felt included and saw the opportunity to enter the job market as massage therapists, and whether these adaptions contributed to their learning processes. In addition, through theoretical and practical activities adapted to the touch, along with the students without visual impairments, the subjects participating in this research were able to experience the results of different western and oriental massage techniques learnt, assisting patients. Thus, it was evident that the adaptations made in the technical course in Massage therapy were recognized by these students, whether they are simple or more complex, as it is noticeable that, in addition to such adaptations, these students felt welcomed and included.