Difficulties in Inclusive Practice: The Teacher's Work in the Aee Classroom With Students With Visual Impairment

This article analyzes the difficulties faced by Specialized Educational Services (SEAs) teachers in including visually impaired students in regular schools. Based on a bibliographical search, challenges related to insufficient initial training, lack of ongoing training, scarcity of adapted teaching resources, and inadequate infrastructure were identified. Also noteworthy is the overload on teachers due to the need for individualized planning, the lack of coordination between the SEAs classroom and the regular classroom, and the limited participation of families in the educational process. Furthermore, it is evident that prejudice and attitudinal barriers still permeate the school environment, hindering the construction of a solid inclusive culture. The study reveals that, despite public policies and current legislation, effective inclusion depends on a collective commitment from the school community, with investment in teacher training, accessible resources, and institutional support. SEAs teachers play a crucial role in pedagogical mediation, but they face tensions arising from limited working conditions and professional isolation. The article concludes that building an inclusive school requires the integration of pedagogical actions, the strengthening of relationships between teachers, students, and families, and the appreciation of diversity as an educational principle. Overcoming the identified challenges implies rethinking the training of education professionals, expanding access to assistive materials and technologies, and promoting collaborative practices that ensure the learning and full participation of students with visual impairments. Thus, the need for ongoing and effective public policies that transform the ideal of inclusion into a concrete, fair, and equitable reality for all students is reinforced.