Educação inclusiva para alunos cegos: a utilização de modelos didáticos concretos no ensino de biologia

Abstract

There are several types of disabilities that limit the harmonic development of the individual due to obstacles found in their daily life, one of them is visual impairment, characterized by total blindness or decreased vision by 40% to 60%. Despite the difficulties found by the visually impaired, many researchers affirm that they have the same learning ability as normovisual individuals and can attend regular schools. To promote school inclusion, teachers can use specific materials and differentiated methods that assist the visually impaired in their school development, as the use of Braille and Soroban, the exploration of sense organs, and the development of concrete didactic models. The present research aimed to evaluate the effectiveness of concrete didactic models made for the Biology discipline. These models were made with materials of easy access and low cost and were applied with a student of the 3rd year of high school of a regular school. The evaluation of the models was done by questionnaires that were answered by the included blind student, the teacher of the discipline and five sighted students. It is concluded with this research that the didactic models were of great relevance for the student's learning, because they made possible the understanding of the abstract and facilitated the realization of activities of the discipline. This highlights the importance of teacher reflection on the inclusion process and the creation and use of means that facilitate the teaching and learning of blind students.