This paper is part of a broader study aiming to understand the main alternatives for including students with visual impairments in the context of teaching physics. It analyzes the feasibility of communication between future physics teachers and their students with visual impairments during classes on optics. To this end, the study emphasizes empirical and semantic-sensorial structures of language that need to be used, indicating factors that enable access to information the teacher means to impart. Alternatives are recommended in order to enable students with visual impairments to participate as fully as possible in the communicative process. Among them we emphasize: the identification of semantic-sensorial structures; understanding the student's visual history; using interdependent empirical tactile-audio language structures in interactive contexts, as well as exploring communicational potentialities of languages made up of empirical structures that are primarily hearing or that have independent audio and visual structures.
education; special education; teaching techniques
