Metodologias de ensino para discentes com deficiência auditiva/surdo na disciplina de química: uma revisão integrativa.

Abstract

The educational policies in force in Brazil show that education is a right for all. Within these policies we have the special education that currently is directed to the inclusive perspective. The inclusion of students with specific needs such as students with hearing impairment is a reality in schools of the regular network of education. However, the inclusion of students with hearing deaf deficiency does not correspond, to the inclusive guidelines, especially when it comes to chemistry classes. Several difficulties can be verified, such as the lack of teacher training and the lack of specific terminology of chemistry in sign language for example. In view of this scenario, the study aimed to carry out a survey in the published literature about the teaching methodologies for hearing impaired deaf students used in chemistry teaching. This is an integrative review, which was used as an instrument for analyzing articles published in the CAPES electronic journals portal. The results indicated that the years 2011 and 2012 were the ones that presented the most publications on the subject. It was observed that 77.7% of the articles selected evidenced the lack of training and lack of preparation of the chemistry teacher as one of the main difficulties in teaching students with hearing loss, and 88.8% suggested the use of specific teaching methodologies for the work with these students. It was also verified that the authors prefer and suggest methodologies that emphasize the visual resources during the classes, arguing that the use of the same ones give to the hearing impaired students better assimilation and understanding to the contents of chemistry.