ABSTRACT
Developing and implementing educational programs in inclusive classrooms for children with visual impairments and multiple disabilities may be challenging for teachers (professionals), taking into consideration the great diversity of needs and development profiles, but also the specific professional competencies that need to be formed so that understanding and support can be functional and successful. There is a big range of definitions regarding visual impairment and multiple disabilities. The combination of at least two disabilities creates a particular context that entails unique patterns of development as well as restrictions. This situation may limit the dynamics of teaching, learning, and evaluation, creating a combining set of barriers, such as psychological, emotional, physical, and attitudinal. Teachers will have to practice inclusive teaching that is meaningful and accessible for individuals with visual impairments and multiple disabilities in ways that understanding is facilitated, skills are acquired, participation is increased, and knowledge is supported. The aim of this chapter is to describe and analyze the different ways in which specific educational programs are developed and used to support the various needs in the development, learning, communication, and behavior of individuals who have visual impairments and multiple disabilities. Access to the general education curriculum will also be approached, highlighting instructional practices, methods, and resources. Teacher training in this domain and developing specific professional competencies are going to be presented with a focus on reflections-based strategies and research-action methodology.
