MODELOS ATÔMICOS PARA ALUNOS COM DEFICIÊNCIA VISUAL: DESAFIOS E POSSIBILIDADES

Abstract

The developed study made it possible to reflect on the teaching of Chemistry, in particular, the Atomic Models, as well as to know about visual impairment and the challenges experienced by students who have this disability in the school environment; in addition to understanding and identifying the importance of using adapted materials as an alternative for the teaching-learning process in Chemistry, especially the content of Atomic Models. The research aimed to analyze the challenges and possibilities of teaching Atomic Models to students with visual impairment, and also the importance of curriculum adaptation as a teaching-learning possibility for students with disabilities. The research was developed during the emergency situation of the pandemic caused by Covid-19, and due to health restrictions and for safety reasons, the methodology was carried out through an in-depth study using the literature review and qualitative research, in order to verify the existing adapted atomic models, such as: the manufacture, its application and adaptation for development for a meaningful learning for students with visual impairment. After searching and analyzing the existing adapted materials, it is relevant to highlight the importance that adaptations assume to materialize knowledge in a fun and pleasant way, providing learning opportunities for students who have special educational needs, including students with visual impairments.