Bibliometric overview of methodological approaches in Science teaching for visually impaired students

Abstract

Visual impairment, which encompasses three main conditions such as blindness, vision and monocular vision, presents significant challenges in the educational context, particularly in science education, which often relies on visual materials.This study aims to analyze the implications of visual impairment in the teaching of Science, carrying out as a methodology a bibliometric review of the methodological approaches used between 2015 and 2019. The literature review highlights the importance of assistive technologies, such as screen reading software, and tactile materials to promote the inclusion of these students. The bibliometric analysis, based on publications in the Benjamin Constant Journal and in the Scopus database, identified a growing trend in the use of these technologies and in the adaptation of didactic materials. Result’s point to the need for greater continuing education of teachers and the development of public policies that encourage the creation and distribution of adapted materials. It is concluded that collaboration between teachers and specialists in visual impairment is essential for the implementation of inclusive practices. Thus, this study reinforces the importance of inclusive education, highlighting the need for investments in adapted didactic resources and in the training of educators.