Metodologias inclusivas no ensino de ciências da natureza: desafios e impactos na aprendizagem de alunos com necessidades especiais

Abstract

This article discusses the implementation of methodologies that guarantee inclusion in the teaching of Natural Sciences for elementary school students with special educational needs. Based on the author's teaching experience, the text addresses the difficulties faced in the classroom without the support of assistant teachers who are not adequately prepared to deal with students with disabilities. The study highlights the need to adapt traditional teaching methods and emphasizes the importance of interactive and practical activities to increase student engagement and learning. The literature points to several effective inclusion methods, such as educational games and practical sessions, that can promote the inclusion and learning of students with disabilities. The central question of the study was to investigate how inclusive teaching practices are implemented and what impact they have on the learning of students with special educational needs in the teaching of Natural Sciences. This study was conducted in municipal schools in São Sebastião/AL, using qualitative methods and field research; observations, interviews, and questionnaires were carried out. The collected data were analyzed to determine the relationship between the participants' responses and the field practice. The results can help improve the quality of education, promote inclusive scientific knowledge, and ensure that all students, regardless of their special needs, have access to education.