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Estratégia Didática Inclusiva a Alunos Surdos para o Ensino dos Conceitos de Balanceamento de Equações Químicas e de Estequiometria para o Ensino Médio

2017; Volume: 39; Issue: 2 Linguagem: Inglês

10.21577/0104-8899.20160075

2175-2699

Jomara Mendes Fernandes, Ivoni Freitas-Reis,

Education Pedagogy and Practices

Inclusive Teaching Strategy to Deaf Students for Teaching the Concepts of Balancing Chemical Equations and Stoichiometry in High School.In general, little research on inclusion are found directly related to chemistry teaching.In the teaching of science, which makes use of symbols (models, formulas and equations) to explain phenomena starting from abstract concepts, there is an urgent necessity of development of differentiated teaching, geared to meet the particularities of learning, especially the deaf student.In this bias, visual pedagogy emerges as a strong ally to the teaching and learning process not only these students, but also to listeners.Today, we must be prepared in every sense to the diversity we find in the classroom.Aiming to help teachers in their work with their deaf students, this paper aims to report the construction and application of didactic sequences constructed with and for deaf students for the teaching of concepts such as balancing of chemical reactions and stoichiometry.