Challenges, adversities and lessons for teaching physics to deaf students in times of Covid-19 pandemic
DOI:
https://doi.org/10.5902/1984686X66206Keywords:
Special education, Deaf education, Physics teaching, Experience report, Covid-19 pandemicAbstract
The Covid-19 pandemic has affected billions of people and claimed the lives of millions worldwide, causing deep and painful transformations. It has impacted various sectors of human activity, exposing many shortcomings and aggravating chronically neglected social and economic problems. Among these activities, education was one of the most affected by the pandemic. Thus, this article addresses Special Education, and more specifically the education of the deaf in this pandemic period, based on the report of a physics teacher from a special school in the state network in the city of Porto Alegre - RS. Data analysis was performed from the perspective of Interpretive Social Research, and it is presented, in this article, how this teacher has experienced this unexpected way of teaching, as well as what he has experienced so far, according to his own perspectives and what he considers most relevant in this context. A parallel is drawn between this local reality and other educational contexts available in the literature, both in the country and abroad. Reports are presented on the challenges and adversities encountered, the solutions applied, and the perspectives of these professionals, parents, and students, in distance education for the deaf. Best practices, important lessons about resilience, adaptation and overcoming these obstacles, and future perspectives for distance learning for these students are also highlighted. With this article, it is intended to help students and teachers in this challenging time of physical distance, remote and/or hybrid teaching.
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