Inclusão de Deficiente Visual no Ensino da Física com o Uso de Desenho Universal para a Aprendizagem

Abstract

The present work has as its theme the inclusion of the visually impaired student in the teaching of Physics with the use of Universal Design for Learning. Physics because it has a content in which both examples and demonstrations of concepts are transmitted very visually, it becomes a great challenge to perform physics activities for students with visual impairment (DV). Therefore, it becomes a greater challenge for those who intend to conduct an inclusive class of these contents. Another relevant point that influenced this research was the fact that it included the whole class so that the visually impaired would feel totally included in an activity as a whole. From this factor, we used as a theoretical basis the Universal Design for Learning (DUA), which represents an interesting tool for teachers who plan their classes more carefully and David Ausubel's theory of learning. The objective of this was to promote the inclusion of the visually impaired in the teaching of physics with the use of universal design for learning and having as specific objectives to verify the students' previous knowledge about kinematics concepts; use DUA in organizing activities that integrate all students, regardless of their learning conditions and abilities; build materials adapted for a DV student with equal learning conditions to the material of the sighted students; evaluate the appropriation of knowledge by students through evaluations of activities. The research was aimed at a first year high school class from a state school located in the city of Bagé, RS, a reference in the development of activities for students with visual impairment. The class consists of twenty-six students including the visually impaired student. The methodology used was the pedagogical intervention, where six meetings were held Meeting 1: where a pretest containing closed questions was applied; Meeting 2: the pretest questions were discussed question by question, to clarify the students' possible doubts; Meeting 3: lectures given on the subject of study, and brought to the classroom examples of daily life; Meeting 4: the students performed a practical activity addressing the main concepts of kinematics in an environment outside the classroom, to add knowledge on the subject of study;Meeting 5: the students built the graphs about the practical class; Meeting 6: A post-test with questions similar to the pre-test was applied. It was concluded that the visually impaired student was successful, because she was able to identify and advance the practices, knowing graphics through touch, never experienced before, thus demonstrating new facts to her, making her feel an integral part of the whole. teaching and learning process. Thus providing the opportunity to do this work for the entire class including the Visually Impaired student, thus demonstrating the use of Universal Design for Learning.