Beyond visual boundaries: A Proposal for an Inclusive Didactic Sequence for Teaching Substances and Mixtures

Abstract

The inclusion of students with visual impairments (VI) requires teaching approaches that go beyond traditional visual boundaries. Thus, our aim with this work is to propose an inclusive Didactic Sequence (DS), segmented into three stages, using accessible materials for students with and without VI, as a support for an inclusive sensory experience about the content of substances and mixtures. We propose that the DS be developed in 1st year high school classes. The DS should be mediated by the teacher and by the use of Accessible Pedagogical Resources (APR), with the class organized into groups to encourage collaboration between students. According to Vygotsky's defectology, the development of students with VI is driven by the social interactions they experience and through language they can expand their repertoire of visual references and attribute meaning to them. This DS has the potential to make the practice of chemistry teachers more inclusive, and its collaborative configuration can improve the understanding of concepts between students with and without VI and promote greater interaction between all students. We highlight the importance of developing teaching strategies that promote inclusion and equity, ensuring that all students have full access to knowledge.