Práticas inclusivas no ensino de física: uma abordagem para alunos com deficiência visual

Abstract

The present article investigates the inclusion of students with disabilities in physics education, emphasizing the adaptation of teaching resources to ensure an accessible and meaningful learning experience. The challenges faced by the educational system in promoting inclusive practices are explored, and adaptive strategies, both in terms of teaching materials and pedagogical methodologies, are examined. Practical cases of implementing adaptive resources, including tactile materials, visual aids, and multisensory pedagogical strategies, are analyzed throughout the research. The potentialities and limitations of these practices are discussed, identifying areas that need improvement for the effective inclusion of students in high school education. Teacher training is highlighted as a key element for the success of inclusion, stressing the importance of institutional awareness and effective educational policies. The main objective is to analyze and adapt pedagogical practices that enable a more accessible understanding of physical concepts for these students. The research was conducted through a detailed literature review and the practical application of adapted methods in the classroom, aiming to identify the most effective tools and techniques for promoting inclusion. The results indicate that the use of tactile resources, audiovisual materials, and assistive technologies plays a crucial role in facilitating learning for students with visual impairments, providing a more equitable educational experience.