Ensino de óptica para deficientes visuais: desenvolvimento de uma sequência didática e de materiais táteis para mediar a aprendizagem

Teaching science and physics is essential for students’ education, as it promotes an understanding of natural principles and the development of critical problem-solvingskills.However, teaching these subjects to blind students presents considerable challenges, mainlydue to the reliance on visual resources and the lack of inclusive teaching materials. For these students, touch plays an essential role, which is why exploring concepts through tactile materials can make learning more accessible. In the study of geometric optics, these challenges are particularly acute, but the use of adapted resources, such as tactile and interactive teaching models, can significantly improve learning. Such models facilitate the understanding of topics such as the anatomy of the eye and optical phenomena, in addition to increasing student engagement. The production of these materials is viable in terms of costand time, benefiting both visually impaired and sighted students, making classes more inclusive and dynamic. In this context, it is crucial that teachers recognize diversity in the classroom and adapt their pedagogical practices to ensure the inclusion of all students.Schools, in turn, must provide the resources and support necessary for everyone todevelop fully. Respecting students’ rights is essential to promoting an equitable and inclusive education. Therefore, the integration of tactile resources in Science and Physics teaching not only facilitates the inclusion of blind students, but also enriches education as a whole,ensuring equal access to knowledge. The development of these materials represents an essential innovation for more accessible and effective education, offering equitable learning opportunities for all students.