Didactic models in teaching science to visually impaired students

Abstract

Teaching science to students with visual impairments represents a significant challenge, since science disciplines traditionally rely on visual representations, such as graphs, diagrams, and experiments. This study aims to conduct a literature review on the main methodologies and teaching resources used in teaching science to blind or visually impaired students, focusing on strategies that promote the inclusion of these students. Articles, dissertations, and theses published in the last 10 years were analyzed, addressing the use of assistive technologies, tactile materials, audio description, and curricular adaptation. The research revealed that the use of tools such as screen reading software, three-dimensional models, and detailed oral descriptions are essential to ensure access to scientific knowledge. Continuous teacher training also proved to be crucial for the implementation of these inclusive methodologies. The results indicate that, although there are advances, there are still challenges in implementing effective pedagogical practices on a large scale, which highlights the importance of continuing to invest in strategies and resources for the full inclusion of students with visual impairments in science education.