Ensino de física para pessoa com deficiência intelectual: um estudo de caso

Abstract

The inclusion of people with disabilities in regular classes is a right established by law. The disability that was discussed in this research is the intellectual one. According to AAIDD (2023), intellectual disability is characterized by conceptual, social and practical criteria, and can be classified as mild, moderate or advanced. The objective of this article is to analyze strategies, used by a Physics teacher, with the support of inclusive monitoring, in the discipline of Physics I (Mechanics), to teach a student with Mild Intellectual Disability in the Bachelor of Electrical Engineering course at the Federal Institute of Pernambuco (IFPE). The theoretical foundation was built based on the works of Veltrone (2011 and 2012), Reis (2018), Santos (2019), Pimentel (2018) and Moreira (2011), on how a person with intellectual disability can learn in a meaningful way. Starting from a case study and using Bardin's (2009) content analysis, recordings of classes, written documents for the evaluation of learning and logbooks were analyzed in order to collect data and reflect on them. This study had 3 participants, the Discipline Teacher (PD), the student with Mild Intellectual Disability and the Inclusive Monitor. We observed that the use of didactic resources combined with an adequate intermediation of contents can lead to significant learning. It is concluded that the teaching strategies used by the teacher, given the context, were favorable for the learning of the student with intellectual disabilities, as well as the presence of the inclusive monitor throughout the teaching-learning process.