AUDIODESCRIPTIVE GLOSSARY: INCLUSIVE DIDACTIC RESOURCE IN CHEMISTRY TEACHING

Abstract

School inclusion is based on the idea that all students must attend the regular education network, with the school being responsible for adapting to receive the student, through the use of teaching methodologies, accessible teaching resources, always taking into account consideration of students' needs. This work aims to establish reflections on the inclusive potential of a multiformat glossary accessible in audio and audio description as a didactic resource, working on concepts related to atomic models and concepts of general chemistry. With regard to the research methodology, it was divided into four stages, namely: the choice of platform; study on audio description; study and choice of terms to compose the glossary; and the validation of the didactic resource, which was carried out in two stages, the first a priori and the second stage a posteriori. Some of the results that were obtained with the a priori validation process of the resource with the basic education chemistry teachers and with the advisor show the need to expand the contents to be included in the resource, in relation to the a posteriori validation, carried out by the blind people and people with low vision, it can be said that they believe that the resource is valid in the sense of making chemistry more accessible, less abstract, making it possible to actually learn this discipline. In conclusion, the research carried out has significant relevance, given that it allows students to have a space for speech and more autonomy in learning.