INCLUSIVE TEACHING MATERIALS IN CHEMISTRY TEACHING

a literature review study

Abstract

This study is part of a Postdoctoral research and aimed to outline how the production of inclusive teaching materials for teaching Chemistry is presented in the CAPES Theses and Dissertations Bank and in the Digital Library of Theses and Dissertations within the time frame of 2015-2024, based on the combination of descriptors. To this end, we used qualitative research, of the literature review type. We found a total of 64 works, after refinement, we were left with 17 productions for analysis, all of them resulting from master's research, that is, dissertations, the analysis was based on a thematic axis. The works repeatedly indicated the importance of developing inclusive resources for teaching Chemistry. The study revealed interesting but still unmotivating data and made it clear that despite having laws that guarantee the right to equality and inclusion for people with disabilities in education, the topic is still little discussed, as we can see in the number of publications found. The findings also show the need to expand research to include disabilities beyond visual and auditory disabilities, and also to look at inclusive education from the perspective of Universal Design for Learning. This means thinking about learning resources in such a way as to make them accessible to everyone who participates in the educational process.