Physics Education for deaf students: Exploring possibilities

Abstract:

This study aims to identify and explain the approaches of Brazilian investigations on physics teaching in elementary schools for students who are deaf, based on inclusive didactic proposals published in Brazilian journals over the past ten years. The research is qualitative, based on a bibliographic review, and follows the assumptions of a systematic analysis. We have searched for information in the SciELO database. Four studies were selected to highlight the proposition, development, and assessment of diverse teaching strategies, as well as the requirements for weaknesses in implementing the inclusion of deaf students in the classroom, including the non-appropriation and use of the Brazilian Sign Language (Libras) interpretation method by teachers, the lack of training for interpreters, the need to create specific didactic materials, and signs in Libras to represent concepts and scientific terms.

Keywords:
Inclusive education; Physics teaching; Basic education; Education of the deaf; Interpreter for the deaf; Literature review