The present article reports partial outcomes of a study that aimed to verify future High School teachers' performance. A group of undergraduates were taking a course called "Teaching Practice" where they were required to plan, elaborate and teach, in classroom settings, topics relating to thermology to a class which included students with visual impairments. Data that was collected showed that, on the one hand, the main difficulties presented by future Physics High School teachers were related to the approach to understanding phenomena in physics in a visually dependent way. On the other hand, these future teachers demonstrated creativity in overcoming passive attitudes relative to this educational problem and were able to develop methodological strategies unhindered by the knowing/seeing relation.
education; special education; educational media; visual impairment
