Teaching strategies in Sciences lessons for visually impaired students: a review of theses and dissertations
Different teaching strategies employed in sciences lessons become a teaching input, thus promoting alternative and complementary methodologies in the teaching/learning process of visually impaired or blind students. This paper aims to present teaching strategies employed in sciences lessons taught t...
| Principais autores: | Rosa, Marina Comerlatto, Orth Ritter Antiqueira, Lia Maris |
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| Formato: | Artigo |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná (UTFPR)
2022
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| Acesso em linha: |
http://periodicos.utfpr.edu.br/actio/article/view/15259 |
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| Resumo: |
Different teaching strategies employed in sciences lessons become a teaching input, thus promoting alternative and complementary methodologies in the teaching/learning process of visually impaired or blind students. This paper aims to present teaching strategies employed in sciences lessons taught to visually impaired students in the final years of elementary school in a reflective way and based on a survey of theses and dissertations. The data was collected from the Catalogue of Theses and Dissertations of the Coordination for the Development of Higher Education Personnel (CAPES) by using specific descriptors. The selection of works was carried out by reading the abstracts of theses and dissertations, considering research focusing on the theme. After the work selection, the reports were organized and analyzed. Most theses and dissertations presented in this paper focused on blind students. Teaching material for visually impaired students support the teaching and learning complex tasks since most times those students have no ‘visual memory’. Different teaching strategies used in sciences lessons represent a great contribution to visually impaired students. Such strategies can turn the specific content of the subject more meaningful to the learners. |
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