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Article Title: Adequate and Inadequate Communicational Contexts for the Inclusion of Visually Impaired Students in Electromagnetism Classes
by Eder Pires de Camargo, Roberto Nardi, Edval Rodrigues de Viveiros and Estefano Vizconde Veraszto

Abstract:
The physics teaching often uses analogies, metaphors, didactic transpositions and other resources that make use of a semiotic language based on models and audio-visual strategies. The effectiveness of learning using strictly this approach has been questioned by several authors, considering both sighted students as visually impaired students. The research analyzed students with disabilities in electromagnetism classes, evaluating the relationship between the languages used and the communicative contexts. As a result, we find be necessary for physics teaching to use other language categories with varying combinations of sensory-perceptual modalities. We demonstrated that didactic strategies such as " tactile-auditory" favor conceptual learning in comparison with activities such as "audio-visual", leading to segregational and authoritory contexts. Moreover, the study concluded that those same strategies should be used simultaneously for seeing students. Thus, the visually impaired students would not be treated in a manner segregated

Keywords: electromagnetism teaching; visual impairment; communicational context; special education needs.

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