Concepts and Meanings in Chemistry and Mathematics Constructed by Students with Visual Impairment

Paulo Jose Menegasso^1, and André Luiz Santos Menezes¹

¹PPG EDUCEM, Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre, Brazil

Cite this paper

Paulo Jose Menegasso and André Luiz Santos Menezes. Concepts and Meanings in Chemistry and Mathematics Constructed by Students with Visual Impairment. American Journal of Educational Research. 2016; 4(12):914-916. doi: 10.12691/EDUCATION-4-12-10

Abstract

Before the inclusion in Brazilian public schools, we highlight the case of the visually impaired in the process of teaching and learning, specifically how visual impairment affects the construction of concepts and meanings in Mathematics and Chemistry. We investigated a group of students with visual impairment and the construction of meanings in experimental classes and through modeling, based on the Theory of Semantic Fields.

Keywords

visual impairment, education, chemistry, mathematics, conceptual fields

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References

[1]	Agyei, Helena “breaking barriers for the inclusion of people with disabilities in National Development.” American Journal of Educational Research, vol. 4, no. 1 (2016): 8-10.
[2]	BRAZIL. Constitution of the Federative Republic of Brazil 1988. 1988.
[3]	BRAZIL. Law of Directives and Bases no. 9394, to December 20, 1996.
[4]	BRAZIL, C. Salamanca Statement and Line Action on Special Needs Education. Brasilia: 1994.
[5]	Ministry of Education. Department of Special Education. national guidelines for special education in basic education. Brasília, 2001.
[6]	United Nations Convention on the Rights of Persons with Disability New York: United Nations; 2007.