The aim of this case report was to investigate the meaning attributed to the voice and its practice in the classroom by teachers specialized in the field of visual impairment. Participants were eight teachers, divided into three groups: four sighted teachers, two teachers with low vision, and two blind teachers. Each subject was interviewed individually, answering six semi-directed questions which were previously prepared, about the communication between the specialized teacher and visually impaired students in the classroom environment. After the interviews were transcribed and analyzed, the answers yielded three categories: the teacher's work, daily experiences, and necessary support. The educational approach is based on the principles of providing all possible details and information about the content, adapting supplies, providing guidance with regards to mobility, among others, using body and vocal resources. The importance of the voice for the development of a visually impaired person was explicit in the reports which consider it essential so that this individual can coexist in his social and educational context. It was observed the importance of classroom interaction, favored by body and vocal resources, both for teachers and students, in order to provide a clearer and more objective communication. The meaning attributed to the voice by the participants contributed to its recognition as the main mean of communication between teacher and students.
Voice; Faculty; Visually impaired persons; Education, special; Public health
