ABSTRACT:
This article discusses the teaching and learning Physics process of a blind student enrolled in High School that attended both regular classroom and resource room. It was sought to understand how the pedagogical practices adopted by the Physics teacher and by the resource room’s teacher, the articulation between these professionals and some of the difficulties encountered by them and the student in this process are characterized. Observations and semi-structured interviews were conducted. The data was analyzed under the light of discourse analysis’s French method. The results indicate the absence of partnership between the referred teachers and a displacement of learning Physics content, that should happen in regular classroom, to the resource room.
Keywords:
Physics teaching; Visual impairment; Inclusion