Inclusive practices in Mathclass

Abstract

Special Education in Cuba represents years of relevant research results in our country. Among the different modalities of attention to special educational needs are Special Schools for schoolchildren with visual disabilities. Specialty that motivated the researchers to apply theoretical and empirical level methods, which guaranteed obtaining the information and processing for analysis, from the initial training in the Bachelor's degree in Special Education, in the Didactics of Mathematics subject since There was poor experience in them. This article aims to Model inclusive practices during Mathematics class to care for students with visual disabilities. It has been a challenge for teachers through Mathematics classes to pay attention to diversity and provide a response to each of the educational demands, allowing equitable work to be carried out for first grade students with visual disabilities in which inclusive practices are applied. Achieving true equality and the development of the proposal for a Mathematics class that reveals the essence of Special Education.