Produção de material didático-pedagógico para suporte em aulas de química no ensino médio adaptadas para pessoas portadoras de deficiência intelectual, visual ou auditiva

Abstract

The inclusion of people with disabilities in regular classes requires na individualized work, however, it is common for Brazilian schools to have more than 30 students per class, making this job challenging. In light of this, in a heterogeneous class, the teacher must have efficient tools and practices to promote inclusion. Thus, this academic work aims to include students with some kind of disability (auditory, visual or intellectual) to many chemistry contents, through a “special box” that contains adapted didactic and pedagogical materials such as “Organic Function Domino”, “Chemistry in Our Daily Lives Bingo”, “Ionic Bonds and Inorganic Functions Puzzle”, “Didactic Sequence” that will help students with intellectual disabilities to understand electrochemistry and “Chemistry Parodies” with Brazilian sign language translation (available on YouTube and DVD). The choice of material was inspired in the proposals of active methodologies that value the senses and protagonism in the learning process, which are essential tools in the inclusive education. Lastly, we noticed that inclusion is an adaptation process because at each stage of the product it was discovered an individuality in each disability realizing that inclusive education is a surprising multifaceted process.