Collaborative Mathematics Education and the school's expectations on the learning of the visually impaired student

The article analyzes the expectations of teachers regarding the inclusion of students with disabilities in Mathematics classes, particularly those with visual impairment, in order to answer the question: what specificities in the inclusion of students with visual impairment in school are recognized by the teachers? A total of 65 mathematics teachers and 33 who taught other subjects participated in the research. Data was collected using a questionnaire consisting of six items. The results showed that the teachers' understanding of students with disabilities, particularly those with visual impairment, still exposes the existence of stereotypes, low expectations and, sometimes, disbelief in the potential of these students, all of which linking to scenarios of exclusion. From this perspective, instead of the student being seen from the point of view of his or her potential and skills, he or she is considered to be "all disabled". While the commitment and hope of teachers in favor of inclusion are recognized.