A utilização do jogo lúdico adaptado aos alunos com necessidades especiais (cegos e baixa visão) no ensino médio

Abstract

The history of people with disabilities is marked by a purely exclusionary process that has come about in the course of time being altered thanks to the efforts of numerous researchers and families of people with disabilities who have come up with the challenge of proving that a person with any type of disability can not Be considered as invalid and be discarded as it had been in former times in ancient societies. Therefore, special education presented itself to people with disabilities as an opportunity to access the systematic knowledge produced in school. However, the education of people with disabilities most of the time failed to achieve their goals, because even if educational institutions were created, their actions were most often carried out clinically rather than educationally. In this sense, the objective was to build a playful practice that meets the needs of inclusion of students with disabilities related to blindness and low vision in High School, because it was supported by the existence of a problem related to the absence of exercise production Pedagogical practices that meet the real educational needs of students with blindness and low vision. The practice of intervention was directed to the classes of the 3rd Year A and B of a public school in the city of MarabáPará, which has students with low vision and blindness. The game was based on the game "UNO" which in addition to being adapted to issues involving Hydrocarbons, possessed the Braille language and also extended letters for low vision students. This methodology was very well accepted by all the students involved, because in addition to fixing the content of Chemistry through playful play, students with visual impairment were actually included in a playful and fun way.