Studies on the development of children with visual impairment associated with other disabilities indicate risks for development. In the present study, three children with this profile (aged four to 10 years) were observed in social group contexts. The aim was to identify indications of development and examples of appropriation of social practices. In order to visualize those processes, the study focused on different uses of objects, participation in activities and language. A case study and microgenetic analysis were carried out. Weekly sessions were filmed and transcribed; episodes were selected from the material that had been registered according to relevance related to the purpose of the study. The analysis showed the importance of signification processes for the constitution of subjects. The results were discussed in terms of implications for intervention programs.
Special Education; Semiotic Mediation; Language; Visual Impairment; Developmental Alterations