RUFINO, J. A. S.; http://lattes.cnpq.br/2447613045475712; RUFINO, José Antônio da Silva.
Resumen:
Currently there is a growing number of special students with visual impairment and deafness, inserted in the regular schools in the grades of elementary, high school and higher education. Inclusive Education is not applied in all public schools knowing that it is an extremely important subject to ensure the formation of citizens and promote equality rights for all. The use of educational methodologies is considered of great importance and influence in the teaching-learning process, followed by the didactic resources that help in the classroom. This paper aims to evaluate the materials developed for special students with visual impairment and to evaluate the teaching-learning process in chemistry teaching, aiming at the elaboration and identification of the didactic materials that can help blind students in the classroom. Low cost alternative teaching materials were developed, adapted to the specialized teaching for visually impaired students, designed to promote an inclusive education. Applied to a 9th grade student at CEEIGEF (Geny Ferreira Center for Special and Integrated Education), located in the city of Sousa, PB, the student has the loss of vision in one eye, having low vision (low vision) in the other. Therefore, a questionnaire with discursive questions was applied. Therefore, it can be seen that in their daily life at school they do not have trained teachers to provide necessary assistance, only had a colleague to help her who wrote the content in larger letters. In fact, by evaluating the student's learning from the worked kits, the student was interested and motivated with the handling of the didactic materials. It is interesting to note that it was observed that the student understood the chemical contents that were covered in the experimental Braille class, and that the materials presented are suitable for teaching chemistry to special students with visual impairment. This work was successfully done through the contribution of the student, it can be seen that there are still schools that are not prepared to receive special students, and yet inclusive education is not experienced at school.
