PREPARATION AND ADAPTATION OF DIDACTIC MATERIALS TO TEACH PWD STUDENTS

Abstract

This research aims to investigate and understand how the teaching materials adapted and mediated by the Mathematics teacher, together with the cognitive process of attention, can enhance the learning of students with blindness. For the execution of this research, a qualitative approach of the case study type was used, with a blind student from the Federal Institute of Acre - IFAC as a collaborator. Lorenzato (2009) was used as a theoretical reference, as it addresses the importance of teaching materials in teaching Mathematics; Bandeira (2015), for using adaptable teaching resources to teach mathematical concepts in high school to teach students with blindness, and Cosenza and Guerra (2011), who show the importance of the phenomenon of attention and how its understanding can contribute to the consolidation of learning and others. As an educational product, static and dynamic teaching materials were built: the first and second, entitled Adapted Trigonometric Relations (RTA and RTA1) and the third, Adapted Plane Geometric Figures (FGPA). Both resulted from the need of the blind student, and it is important to highlight the focus of attention on the adaptations necessary to enhance the student's learning. For the teacher, it is important to mediate the explanation of mathematical concepts with the use of these teaching materials and Neuroscience applied to Mathematics Education, with emphasis on touch (parietal lobe) and hearing (temporal lobe). The results reveal that, through adapted teaching materials and knowledge about attention, it is possible to enhance the learning of Mathematics involving blind students in an effective way with the intervention, whenever necessary, of the conducting teacher, highlighting the parietal and temporal regions for the student's learning blind. However, it is essential to provide the necessary time for the child to be able to read the text in Braille, interpret it, identify the shapes in high relief and assimilate the proposed content. It is worth mentioning that the time for the blind is different and the material in Braille is more extensive, therefore, a new methodology of learning is required from the teacher in order to be able to teach. For the Mathematics teacher, it is necessary to build knowledge about Assistive Technology (AT) to include the blind student in their classes, starting with writing (with the slate and stylus) and reading in Braille, knowing how to adapt teaching materials with different textures , offering easy handling and fidelity to the original model planned by the teacher, in addition to tactile meaning, security, adequate size and, above all, making use of the material constructed to teach Mathematics content.