Adequate and inadequate communicational contexts for inclusion of students with visual impairment in modern physics classes

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dc.contributor.authorDe Camargo, Eder Pires [UNESP]
dc.contributor.authorNardi, Roberto [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2022-04-29T11:29:22Z
dc.date.available2022-04-29T11:29:22Z
dc.date.issued2013-01-01
dc.description.abstractThis article is inserted in a wider study that seeks to understand the main inclusion barriers in Physics classes for students with visual impairment It aims to understand which communication context favors or impedes the visually impaired student participation to the impairment visual student's real participation in Modern Physics activities. The research defines, from the empirical-sensory and semantics structures, the languages used in the activities, as well as, the moment and the speech pattern in which those languages have been used. As a result, this study identifies a strong relation between the uses of the interdependent empirical structure audio-visual language in the non-interactive episodes of authority; a decrease of this structure use in the interactive episodes; the creation of education segregation environments within the clasroom and the frequent use of empirical tactile-hearing interdependent language structure in these environments. Moreover, the concept of «special educational need» is discussed and its inadequate use is analyzed. Suggestions are given for its correct use of «special educational need,» its inadequate use, giving suggestions for its correct use.en
dc.description.affiliationDepartamento de Física y Química Facultad de Ingeniería Universidad Estadual Paulista
dc.description.affiliationDepartamento de Educacion y del Programa de Postgrado en Educacion para la Ciencia Facultad de Ciencias Universidad Estadual Paulista
dc.description.affiliationUnespDepartamento de Física y Química Facultad de Ingeniería Universidad Estadual Paulista
dc.description.affiliationUnespDepartamento de Educacion y del Programa de Postgrado en Educacion para la Ciencia Facultad de Ciencias Universidad Estadual Paulista
dc.format.extent155-175
dc.identifierhttp://dx.doi.org/10.5565/rev/ec/v31n3.760
dc.identifier.citationEnsenanza de las Ciencias, v. 31, n. 3, p. 155-175, 2013.
dc.identifier.doi10.5565/rev/ec/v31n3.760
dc.identifier.issn2174-6486
dc.identifier.issn0212-4521
dc.identifier.scopus2-s2.0-84906670302
dc.identifier.urihttp://hdl.handle.net/11449/232313
dc.language.isoeng
dc.language.isospa
dc.relation.ispartofEnsenanza de las Ciencias
dc.sourceScopus
dc.subjectCommunicational context
dc.subjectInclusion
dc.subjectModern Physics teaching
dc.subjectSpecial education needs
dc.subjectVisual impairment
dc.titleAdequate and inadequate communicational contexts for inclusion of students with visual impairment in modern physics classesen
dc.titleContextos comunicacionales1 adecuados e inadecuados par la inclusión de alumnos con discapacidad visual en clases de física modernaes
dc.typeArtigo
unesp.departmentEducação - FCpt

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Bauru - FC - Faculdade de Ciências