Educational Attention: Preparation of Methodologists at the Primary Education Level for Students with Low Vision
Keywords:
DISCAPACIDAD VISUAL; BAJA VISIÓN; ESCOLARES; PREPARACIÓN.; VISUAL IMPAIRMENT; LOW VISION; SCHOOLCHILDREN; PREPARATION.; DEFICIÊNCIA VISUAL; BAIXA VISÃO; ESCOLAR; PREPARAÇÃO.Abstract
Introduction: educational support for schoolchildren with low vision represents a growing challenge in the field of inclusive education, where methodologists play an essential role in curricular and pedagogical adaptation.
Objective: to reflect on the theoretical‑methodological foundations of the preparation of Primary Education Level methodologists in the educational care of students with low vision.
Methods: a pedagogical study was conducted using theoretical, empirical, and statistical methods in the municipality of Pinar del Río, between September 2024 and June 2025. The sample included methodologists and directors of the General Directorate of Education at the Primary Education Level, as well as support teachers.
Results: 71.4% of the methodologists held a Master’s degree in Educational Sciences, with predominance of 25‑35 years of professional experience. The analysis revealed shortcomings in methodological preparation: lack of knowledge of specific subjects such as visual stimulation and daily living skills, limited differentiation in lesson planning, and insufficient integration of optical and non‑optical resources.
Conclusions: preparing methodologists to serve schoolchildren with low vision requires strengthening psychopedagogical knowledge, differentiated strategies, and the use of specialized resources. This process must integrate family, community, and multidisciplinary teams, ensuring inclusive, preventive, and compensatory education that promotes the integral development and future autonomy of students.
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