The Challenge of Teaching Blind Students Atomic Models and the Process of Teacher Education

• Autor(a) principal: Razuck, Renata Cardoso de Sá Ribeiro
• Data de Publicação: 2014
• Outros Autores: Guimarães, Loraine Borges
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/4384
• topic: Chemical Education; Inclusion; Atomic Models.; Ensino de Química; Inclusão; Modelos Atômicos.

Based on the National Special Education in the Perspective of Inclusive Education (2008), students with special educational needs have to be included in the regular schools. Specifically blind students, because of their specific characteristics, they need necessary resources and suitable materials that can provide overcoming the lack of visualization. In this context, chemistry has a great visual appeal and provides a huge challenge for the acquisition of its concepts by the blinds. In order to try to fill some gaps in Chemistry contents with great visual appeal, this paper proposes a discussion on the importance of applying alternative pedagogical resources that enable visually impaired to understand and construct this imaginary science, working to this with prototypes of atomic models. This work is intended not only to contribute to the teaching-learning process, but also for the training of undergraduate courses to work towards inclusion.