This study addresses perspectives of teachers and students with visual impairments (VI) at the Full-time School (ETI) in the State of São Paulo (Brazil) regarding daily living activities (DLA) within the context of educational inclusion. These students require attention to their special educational needs in order to acquire knowledge and to develop competencies and autonomous abilities in their schooling process. The aim of the study was to understand teacher perceptions regarding DLA practice at ETI for students with VI. Twelve semi-structured interviews with regular school teachers were carried out. Content analysis revealed that the special educational needs were being met and that ETI provided for inclusive experiences for teachers. The data that was collected revealed the processes of inclusive pedagogical practices related to specialized educational services and the broad preparation of students with VI. The study showed that DLA can be a source of understanding, that teachers are often unprepared regarding the specific needs of these students; and special education is disconnected from regular teaching. In conclusion, regular teaching requires adjustments in teaching and practicing DLA so that such activities not be the focus of resistance for those involved, contributing to improving teaching and enabling schooling and empowerment of students with VI at ETI.
Special Education; Full-Time School; Daily Living Activities