Educational inclusion of a blind woman in a pre-university physics class

Abstract

The present investigation deals with the inclusion of a blind student in the Physics class in the tenth grade in pre-university with the objective of diagnosing the needs of this student from which it is possible to draw up didactic strategies to promote their learning. An exploratory and descriptive qualitative approach was followed based on the single case study method using a satisfaction survey with a rating scale and a semi-structured interview. As a result, it was obtained that in the student's learning the rote prevails and that her greatest needs are in the use of graphic language, particularly in the use of graphs and mathematical functions and their significance in the study of Physics. As conclusions, the need to make changes in the preparation of the Physics teacher to prosecute the teaching-learning process of this science with a blind student in inclusion conditions was corroborated and the need to redesign said process was evidenced so that they are taken into account. the needs of the blind student to achieve a balance between those needs and the response offered by the educational institution.