The possibility of inclusion of deaf from a state-of learning teaching of discipline chemistry

Abstract

It can be said that science education is essential in citizenship education, developing a critical view of reality. Thus, it must deal with the differences of students in the classroom, especially those with special educational needs. Among these are deaf students, considered disabled in relation to the listening students, when inserted in the inclusive school. Thus, new perspectives on inclusive education must be presented, especially in the area of chemistry, considered to be of great learning difficulty. In this sense, a possibility that opens up is the performance of experimental activities aiming at the formation of concepts. Thus, in an experimental chemistry class, it was observed that planning between teachers (conductor and interpreter) and the proposal for group work favored the understanding of scientific concepts by deaf students, indicating that this practice can reverse the situation inclusive process in relation to the learning disability. This work aimed to study situations in science classes that favor students considered disabled to share the same spheres of knowledge, in the light of the concept of “disability” adopted by Vygotsky.