Comprehensive sexuality education for students with visual disabilities from the institutional educational project

Educación integral de la sexualidad para educandos con discapacidad visual desde el proyecto educativo institucional

Abstract

This paper highlights the importance of conceiving comprehensive sexuality education with an inclusive approach for students with visual disabilities, in the institutional educational project of general education schools in Havana. Four interrelated stages are conceived, which consider visual functioning, the use of psycho-technological and typhlo- technological resources, the development of sensory integration, autonomy, leadership and psychosexual well-being, as a contribution to the personality of students with disabilities visual. From the dialectical materialist method, the research methods of the theoretical, empirical level and the mathematical statistics of knowledge are assumed, with an emphasis on qualitative research, which considers the leading participation of especial education teachers general and families. The application of the instruments used and the evaluations obtained reveal the need for a strategic solution, in correspondence with the current demands of educational inclusion, within the framework of the III Improvement of education. Without constituting a comparative study, it reveals the contrast between the Mexican and Cuban realities, the latter contextualized from the perception of educational projects.