Assistive technology resources in teaching sciences to students with visual disabilities: the perspective of their teachers

Abstract

Science education in inclusive schools needs an in-depth thought, especially regarding teacher education issues and resources and conditions available to these professionals. This study aimed to analyze science teaching for visually impaired students, with and without the use of assistive technology resources, from the perspective of their science teachers in a public school in Aracaju / SE, Northeastern Brazil. The research in a qualitative approach, were based on field observations and semi-structured interviews with two teachers who taught classes for visually impaired students. In the first stage of the research, the science teacher interviewed did not have any type of resource available for teaching students with visual impairments. In the second stage, another teacher received and used assistive technology resources on cells and tissues in her classes, which were elaborated and provided by the authors of the present research. The participants reported the existence of great difficulties in teaching their visually impaired students and that they did not have any initial or continuing training on inclusive education. In addition, resources providing access to strictly visual elements in science education which are extremely important for students' learning, would not be being made available to them. It is thus necessary to constantly listen to the teachers, who are the ones experiencing the school reality and are fundamental characters to contribute to the effective implementation of these policies and their improvement.

Keywords

• ensino de ciências
• recursos de tecnologia assistiva
• educação inclusiva