Proposta de Diagrama de Linus Pauling adaptado no processo de ensino-aprendizagem de Química para estudantes com deficiência visual

Abstract

This study aimed to verify how assistive technologies contribute to the teaching-learning process of students with visual impairment in chemistry. With this, it used as a proposal the use of adapted didactic material, in an attempt to ensure equity in the school environment. The lack of inclusive teaching materials, opens the discussion about the importance of investing in qualified professional training, and encouraging the creation of materials that are accessible to meet the specific needs of each student. The applied methodology was of the type research-action with qualitative character, and a sampling for non-probabilistic convenience, composed of interviews and semi-structured questionnaires to which enabled the analyzes by categories. For the construction of the data were invited a specialist teacher in Chemistry, and a student of the 3rd year of High School accompanied by a specialist teacher in ESA. The application of the prototype as a proposal for support in chemistry classes, was quite favorable, since its use is simple and intuitive. With this, it was found that the functionality of this prototype, proved to be effective as a practical resource in the classroom, for being easy to use, and for allowing an autonomy to the visually impaired student, for the teacher, makesan important tool that can be used as a strategy of equity among students without distinction or privilege.