The perceptions of physics teachers about materials and methodological instruments for teaching students with visual impairments

Abstract

This work aims to present and discuss the perceptions of Physics teachers who work in the state education network in the state of Paraná, when dealing with the use of materials and methodological instruments used in the teaching of students with visual impairments. We have as a phenomenological questioning: What is this: teaching Physics to students with visual impairments through instruments, tools and materials from the perspectives and experiences of teachers? With this investigation and analysis, we hope to contribute to the inclusion of visually impaired students in the school environment and to the development of new materials necessary for an inclusive and quality Physics teaching. The analysis of the corpus identified three final emerging categories, they are: i. Possibilities of promoting the teaching of Physics for students with visual impairments; ii. I don't use methodological tools to teach and I don't know exactly what to use and iii. I have little knowledge about tools to teach visually impaired students. We found that teachers highlight tactile materials and sensory stimuli, assistive technology resources and screen readers as possibilities for teaching Physics to students with visual impairments.