Inclusive experimentation in Chemistry

a case for blind students

Abstract

Special education, as a teaching modality, is governed and provided for in several national guiding documents, mainly with regard to establishing inclusive and egalitarian education. However, given the difficulties of including inclusive experimental activities in the classroom, especially in the Chemistry curricular component, this study presents the development of an inclusive experiment with an emphasis on visual impairment. This is a research with a qualitative approach, self-narrative type, which describes the experiences of an intern/researcher in the Supervised Internship of a Chemistry Degree course in a conducting activity in a public high school classroom, which presents an inclusion student with visual impairment (VI). An experiment was planned and executed to address pH and inorganic functions based on the assumptions of the Universal Learning Design (UDL). As results, reflections are presented on the development of the activity in terms of two main aspects: adequacy and preparation of material and student involvement. It was a challenge to adapt the experiment in order to promote interactions between the class.At the end of the activity, we inferred that the adapted material needed adjustments for improvements and the conduct of the activity provided conditions for learning chemical concepts for the student.