Support strategies: requirements of the student with visual disability

Abstract

This bibliographic revision article explores a series of supporting strategies that guide teachers in a particular way about different options to adequate the curricular proposal according to the educative needs of the student population with visual disability.
The used methodologic process was based on a descriptive revision through the work in stages for the search, organization, selection and analysis of the pertinent information of the topic of interest.
From this point of view, some theoretic proposals are suggested based on the visual and cognitive disability as well as various criteria to carry out the adjustment of the educational plan and to give an effective response to the diversity of the student's requirements, in the access to the teaching-learning process; in conditions of equity.
Similarly, the description of practices related to the guidelines for the allocation of supports in the evaluation process stands as a significant contribution, as a key component of the exercise of the right to a quality education of the exercise of the right to a quality education.