An analysis of the teaching resources tactile adapted for the teaching of science to students with visually impaired inserted in elementary school

Abstract

Inclusion of students with visual impairment in regular classroom constitutes a number of challenges in teaching and learning not only by the students, who have such disabilities, but also for teachers, who must
be able to accomplish satisfactorily this inclusive work. From these concerns, the need arose to get an overview about the acceptance of didactic resources tactile adapted to students with visual impairment, to
the teaching of the Sciences and related areas, such as physics and chemistry, because they are components
present in the curriculum of science at this stage school. Likewise, the present study also investigated to
which sub areas the resources have been adapted, in an attempt to understand how the Brazilian academic
prodution is spread over time. The search for these works was based on four databases: one from the
Instituto Benjamin Constant, the database available in Google Scholar site, the seat of the CAPES and the
Scientific Electronic Library Online (SciELO) database. Proceeding to this analysis, it was established the
importance of teaching resources for school inclusion process, as it was found that the resources adapted
to the teaching of Science in elementary school were motivators and facilitated the process of teaching
and learning for both students with visual impairment and students with normal vision.