Science education for all: An experience with a student presenting intellectual disabilities

Abstract

Currently, researchers in science education are exploring fields of investigation that have long been neglected, due to lack of research. These include the still-scarce studies involving science education for students with intellectual disabilities. In this context, the purpose of this article is to present the results of the implementation of a pedagogical practice involving the use of different pedagogical strategies implemented by a science teacher in the final years of elementary education to teach a student with intellectual disabilities. The theoretical frameworks that supported the elaboration of the applied strategies were methodological pluralism in science teaching and research teaching. In order to achieve the objectives of the study, a qualitative research was carried out, based on the evaluation instruments of the science teacher and on documents related to the student, filed at the school. Data were analyzed through a discursive textual analysis. The analyzed data indicate that it is possible, and necessary, to use different strategies to teach science to students with intellectual disabilities, such as the use of playful, multi-sensory didactic resources involving different languages and research activities. Some challenges were also highlighted, namely the limited paid time available for the planning of the pedagogical activities and the large number of students in the classroom. The discussions presented herein can aid teachers and researchers in the field of science teaching to understand how to teach one and all.