Chemistry teaching for the deaf: bibliographic and documentary study on teaching instruments

Abstract

The teaching process aimed at the deaf public has faced several challenges. There are still concerns about how develop inclusive strategies contributing to learning. This reality becomes more relevant in Natural Sciences subjects, such as Chemistry, in which students already have difficulties understanding, as concepts need to be worked on in a practical and visual way using other elements that can facilitate understanding of the content. Thus, the present study aimed to present an overview and a contribution regarding Chemistry teaching strategies aimed at deaf students in high school. We carried out a bibliographic and documentary survey to identify what has already been produced regarding Chemistry teaching to the deaf public. After that, we proposed an inclusive educational product or object that facilitates the teaching-learning process in Chemistry. This investigation was based on a qualitative perspective through the Google Scholar databases, EDUCAPES repository and Digital Science Library, covering a time frame from 2018 to 2023. The descriptors used were teaching strategies for teaching Chemistry aimed at the public deaf and inclusive deaf education. Therefore, 11 works were selected to compose this analysis. There is a lack of research that favors the teaching of Chemistry aimed at deaf students and a lack of teaching materials aimed at the target audience. The intention is to ensure that this teaching material could contribute to the inclusion and minimization of obstacles in Chemistry teaching aimed at the deaf public.