Teachers face the challenge of teaching physics to students with visual impairments. The main reason for this difficulty is the lack of preparation for dealing with inclusion. Studies indicate the role of cognitive processes, notably thought and language, on building models. In this sense, the teaching of concepts for blind students does not differ from that used to non-blind ones. The specificity lies in the preparation of materials and auxiliary methods for the formation of concepts. Thus, touch is an important resource, as well as the idea of representation of concepts in the learning process. Interactive engagement methods are among the most significant teaching methods. One way to make students actively participate is the adoption of mediated learning, i.e., through intensive interaction between the learner and the mediator. A type of mediated learning is the technique of Learning Cycles, which induces students to engage in the construction of a model according to the rules of scientific research. The concept of the learning cycle as a form of structured and mediated learning was initially introduced by Karplus in 1962 for teaching science concepts in elementary schools, within the framework of Piaget's theory of intellectual development.
learning cycles; visually impaired; teaching physics
