THE IMPORTANCE OF BEING INCLUSIVE AND WHY TO INTEGRATE THE INVIDENT IN THE CONVENTIONAL LEARNING SYSTEM OF MATHEMATICS

Visual disability, in some cases, is still understood as an impediment in the teaching of certain mathematical sciences due to its somewhat abstract nature, which is why the blind student is conditioned above the mathematical symbolic language causing greater complexity to manipulate and interpret reading, writing and calculation materials, among others.

Regarding the learning of Mathematics of children with visual disabilities, there is research that allows to affirm that there is no mastery of this Science impeded for the blind and that their psychological development process suffers, in general, a delay of almost two years in the logical experience- mathematics, which is decreasing until it reaches equilibrium at the age of twelve to fourteen. Why not reduce or even eliminate this delay?

We are convinced that the lack of vision does not make it impossible to learn mathematical topics, but it does imply modifying the ordinary, regular or conventional instrument pursuing the same pedagogical objective. So the key is to adapt tools (technological in this case) that allow this sector of our society to enhance its capabilities, getting closer and closer to equal circumstances and opportunities.

Different conflicts associated with the understanding and communication of mathematical elements have been identified that arise as a consequence of the characteristics of their language, which implies the need to translate into Braille what the teacher teaches in class, such as fractions to express a quantity, express the same number in different equivalent forms, establish order relationships between fractions, always interpret multiplication as a repeated sum, to name a few.

Explaining the paragraph above, for example how the blind student can express a fraction, first note the denominator and then the numerator because writing in Braille is linear, that is, the opposite of how we usually denote it and then the teacher must be very careful in communicating certain elements because an inappropriate reference (to refer to the numerator or denominator) will generate an erroneous interpretation of the blind student.

Based on studies and research on the forms, modalities and benefits of school integration aiming at inclusive education, we consider it important to integrate ordinary or conventional education with special education, respecting the decision to be taught in conventional schools (for sighted children) and in special schools. (for blind children).

We support the idea that an "effective integration" is achieved through a special school because it provides the necessary means to interact with other children who have the same disability, in this case they teach the use of Braille, orientation and mobility, management of the space, perception of the environment, among other things.

The objective then lies in being able to work in the same way with ALL the students in the classroom since the language of Mathematics is universal.

We know that currently, at least in Latin America, reality shows that much remains to be done in the field of school integration, for this reason we made the decision to contribute as much as possible to this objective.

It is important to mention that different investigations have been carried out on the integration of students with visual disabilities to conventional education schools and they conclude that:

• If you attend an ordinary school, you do not feel that your disability makes you different and you do not move away from your family or emotional environment.
• Modifies people's attitudes towards blindness.
• It facilitates the adaptation and adaptation of the child to the visual world and allows the seer to accept it.

The conditions that must be met for the integration of the blind to be possible are:

• Have specific technology, support from specialized teachers, a multiprofessional team, to be supplied with the adapted material and the transcription of the texts to the Braille system.
• Teacher training, with adequate instruction on which methodology is the ideal one.
• Collaboration of parents with teachers.