Bridging gaps in teacher education: the impact of developing inclusive teaching resources and educational practices in a Special Teacher Training Program

Abstract

This article aimed to describe the impact of the production of inclusive teaching resources and educational practices, with the contribution of the Incluir-Ciência Project, on overcoming gaps in teacher education. The research, qualitative in nature, was carried out during the course Workshop on Pedagogical Practices II: Production of Teaching Resources, part of CEFET-MG’s Special Program for Teacher Education, in the second semester of 2024. The research involved the creation and validation of fifteen inclusive teaching resources, notably a tactile graphic board on carbon bonds and another one on torque and speed. To design these tactile boards, students participated in workshops on the importance of incorporating accessibility elements such as braille, audio description, different textures, and reliefs. The analysis was grounded in the frameworks of overcoming the adaptation paradigm (Ferry, 2024), multisensory learning (Soler, 1999), multimodality (Kress & van Leeuwen, 2006; Kress, 2010), and teachers’ knowledge (Tardif, 2002). The methodology consisted of describing the experience report of producing inclusive teaching resources using laser cutting and engraving techniques, as well as their validation by two participants with visual impairment. The results indicated that the resources were conceived to be inclusive from the outset, integrating visual, tactile, auditory, and digital elements, thereby expanding learning opportunities for both blind and sighted students. Validation by students with visual impairment proved to be an essential stage, highlighting its importance while also revealing the challenge of ensuring the continuous involvement of the target audience throughout the entire process. It is concluded that experiences such as the one reported here: help to overcome gaps in teacher education; foster more inclusive pedagogical practices; and point to the need to broaden the participation of the target audience and to include different types of disabilities in future initiatives.