Year: 2026
Type: article
Abstract: This narrative explores the challenges and possibilities of academic supervision involving students with low vison in graduate programs. Drawing on the lived experiences of a low vision student, a low vision supervisor, and a sighted supervisor in a professional master’s program at an institution specialized in visual impairment, the study adopts a qualitative approach, combining personal narratives with contributions of the Brazilian legislation and the literature on inclusive education. The findings reveal multiple barriers faced by students with visual impairments, including inaccessible institutional infrastructure, technological and informational obstacles, and attitudinal challenges within the academic community. The role of the supervisor emerges, not only in guiding scientific production but also in advocating for accessible materials, adjusting timelines, and fostering an environment of empathy and trust. The study highlights innovative pedagogical practices, such as remote meetings to facilitate reading and writing, the use of assistive technologies, and personalized planning that respects each student's pace and needs. It concludes that academic supervision in contexts of functional diversity requires sensitivity, flexibility, and a commitment to inclusion, contributing to democratizing access to science and fostering greater diversity in academia.
Institution: Instituto Benjamin Constant
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
Funder: Universidade Estadual Paulista
Award: G6558772001
OpenAlex ID: W7130722869