Learning materials that promote the inclusion of students with visual impairments: practical seminars on healing process

Abstract

DOI: http://dx.doi.org/10.14244/198271991216

Individuals with visual impairments may benefit differently from the learning process through stimuli and the activation of multiple sensorial channels, as well as through the creation of a metamodal structure of the nervous system. This project introduces a construction process for learning materials that allow for the inclusion of visually impaired students in practical classes on the subject of healing process. These materials were created in sections which included the selection of resources and materials; selection of structures and fundamental processes to be translated from light stimulation into mechanical stimulation; standardization of the components to be studied and the steps to be taken to use the materials; and performance of short-, mid-, and long-term assessments. The healing process is represented in models made with Paraná paper and other assorted materials to stimulate discernment by touch considering the aspects of texture, roughness, size, and distance. We conclude that the learning resource created prompted motivation, engaged cognitive structures in favor of tactile comprehension, and generated a short-, medium-, and long-term memory. The impact of introducing the material to students was significant not only because they were able to “acquire” content and grades, but also because it promoted student resilience. Therefore, by considering this content within the realm of microscopy, the inclusion has been proven effective.

Keywords: Learning resource, Visual impairment, Microscopy, Healing process.