Ensino de química para deficientes visuais através da didática multissensorial: um estudo a partir dos anais dos eventos de educação em química (EVEQ) de 2012-2016

• Autor(a) principal: Germano, Beatriz Fernanda Fenicio [UNESP]
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/155434; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2017-05-23/000883353.pdf
• topic: Deficientes visuais; Didática; Educação inclusiva

According to the 1988 Constitution and the Law on the Guidelines and Bases of National Education (LDB 9394/96), sanctioned in 1996, the visually impaired are legally protected and have the right to equal conditions for access and stay in school, in addition to opportunities. However, the inclusion process of students with visual impairment in regular education is still a complex challenge. The present work consists of the theme of social inclusion, especially in the teaching for visually impaired students through multisensory didactics. The objective was to analyze the works of the EVEQ from 2012 to 2016 that address the teaching of chemistry for the visually impaired and the use (or not) of multisensory didactics as a didactic alternative. Of the 346 papers analyzed, 27 were found within the thematic of the inclusion, being that only five approached the visual deficiency, of which only one presents itself in the perspective of the multisensorial didactics. In view of the result, it is concluded that this alternative for teaching the visually impaired is still poorly applied and needs wider dissemination about inclusive education as a whole. Still according to the analyzed works it was possible to perceive that the regular school still presents many difficulties in dealing with the students with special needs, making difficult the concretization of the inclusion