Contextos comunicacionales adecuados e inadecuados para la inclusión de alumnos con discapacidad visual en clases de física moderna

• Autor(a) principal: Camargo, Eder Pires de [UNESP]
• Data de Publicação: 2013
• Outros Autores: Nardi, Roberto [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www.raco.cat/index.php/Ensenanza/article/view/285799; http://hdl.handle.net/11449/135231
• topic: Modern physics teaching; Visual impairment; Communicational context; Inclusion; Special education needs; Enseñanza de Física moderna; discapacidad visual; Contexto comunicacional; Inclusión; Necesidades educacionales especiales

This article is inserted in a wider study that seeks to understand the main inclusion barriers in Physics classes for students with visual impairment It aims to understand which communication context favors or impedes the visually impaired student participation to the impairment visual student’s real participation in Modern Physics activities. The research defines, from the empirical-sensory and semantics structures, the languages used in the activities, as well as, the moment and the speech pattern in which those languages have been used. As a result, this study identifies a strong relation between the uses of the interdependent empirical structure audio-visual language in the non-interactive episodes of authority; a decrease of this structure use in the interactive episodes; the creation of education segregation environments within the clasroom and the frequent use of empirical tactile-hearing interdependent language structure in these environments. Moreover, the concept of «special educational need» is discussed and its inadequate use is analyzed. Suggestions are given for its correct use of «special educational need,» its inadequate use, giving suggestions for its correct use.