Explorando acessibilidade visual no ensino de química: uma revisão narrativa sobre materiais didáticos acessíveis para estudantes com deficiência visual.

Abstract

The present conclusion course work aims to carry out a narrative review of the literature on visual accessibility in the teaching of Chemistry, investigating accessible teaching materials for students with visual impairments. The objective is to verify accessible teaching resources by surveying and analyzing sources such as Google Scholar, in scientific articles, final course works. The review explores accessible teaching resources for teaching Chemistry, such as tactile materials, audio description, assistive technologies, among others, used to ensure better learning for students with visual impairments. The analysis addresses the efficiency of these materials applied in the study of Chemistry and highlights the main challenges faced in the implementation of these resources in regular high school. However, it was observed through research in the literature that there has been a growing emphasis on the integration of accessible technology and teaching resources developed to meet the specificities of students with visual impairments, which makes classes more dynamic and interactive. However, challenges still remain, such as the lack of adequate infrastructure in some schools and the ongoing need for training educators to implement new methodologies and thus obtain more inclusive and equitable education.