As metodolologias do ensino de ciências nos anos finais do ensino fundamental para alunos com necessidades educativas especiais

Abstract

Inclusive education should be thought of as something that explores the unique abilities of each child on an ongoing basis with the support of professionals with training in the area and specific curricular adaptation for each need, as goals that one wants to achieve to promote inclusion. In science teaching, the use of new technologies and methodologies is important so that students with special needs can have meaningful learning. In this sense, to guide the work, the general objective was defined as understanding which methodologies are used to teach science to students with special educational needs. The work is a bibliographical research, with qualitative methodology. The search for works on the topic covered took place on the Google Scholar platform, using the descriptors Special Education; Teaching Science in the final years of elementary school; Inclusive methodology in regular education. The descriptors were used together in the search, following the time frame from 2009 to 2024. Articles in Portuguese that had any of the aforementioned descriptors in their title or section were included; Articles in a foreign language or duplicates were excluded. After analyzing the work, it can be observed that the inclusion of students with special educational needs still occurs gradually in regular basic education, requiring greater understanding from the school community about the difficulties that each type of need brings to children. It was also noted that curricular and didactic adaptation is essential to include and improve children's learning in science classes. Keywords: adaptation; inclusion; learning; methods; special education.