Physics Beyond Sight: Development of a tactile-sensory teaching material for teaching Geometric Optics to visually impaired people

Abstract

The increase in visually impaired (VI) students in mainstream education, driven by new educational guidelines, has challenged physics teachers to develop inclusive practices, especially in traditionally visual areas, such as geometric optics. This work presents the development of tactile-sensory prototypes constructed from MDF, derived from scraps of planned furniture, as a pedagogical tool for teaching optical phenomena to blind or low-vision students. Based on Vygotsky’s theory and the work of Éder Pires Camargo, the methodology consisted of a literature review and the creation of physical models representing phenomena such as reflection, refraction, diffraction, and image formation in lenses and spherical mirrors. The results demonstrate that the use of tactile-sensory  resistant materials allows students with VI to construct mental models of physical concepts through touch, overcoming learning barriers without the mandatory need for Braille, which is often unknown to students and teachers. It is concluded that tactile-sensory communication is an effective strategy to promote equitable learning and school inclusion, humanizing the educational process and providing equity in the classroom.