The Basic Law of the Portuguese Educational System (LBSE) underlines the importance and the duty to ensure measures in a fair and effective equal opportunity, in its Article 2. As for the promotion of school success, it can be read in Article 27 (b): “1 – Educational support and complement activities and measures are established and developed in order to contribute to equal opportunities for access and school success.” .

On the other hand, when referring to the profile of students leaving compulsory schooling in 2017, with regard to one of its principles, it can read “D. Inclusion – Mandatory schooling is for and for all, promoting equity and democracy. The contemporary school brings together a diversity of students both from a socioeconomic and cultural point of view, as well as from a cognitive and motivational point of view. All students have the right to access and participate fully and effectively in all educational contexts. “

It is in this sense that the present project, related to the creation of teaching materials for blind students of basic education (promoters of learning in the area of ​​mathematics and science), aims to make a contribution.

At first, the needs of students with visual impairments regarding learning mathematics and science will be assessed and the years of schooling and the curricular contents to be addressed will be defined. Then we will design and produce physical or digital materials (MFD) that assist students with visual impairment in understanding concepts and procedures and in their application in practical situations, namely in the area of ​​mathematics and science, per se or inter disciplinary. Subsequently, these materials will be used in the classroom and their impact will be assessed.

Throughout the process, we will work in concert with the Helen Keller Center, with two teachers resident in our team and with some of the schools that have a protocol to receive students with this type of disability. 

Objectives

We defined as objectives for this project:

1. Identify the MFDs that already exist and are used in the school context, with blind students;
2. Identify years of schooling in which there is a greater lack of MFD to help promote the learning of students with visual impairments in mathematics and science;
3. Identify the curricular content on which there are no (or almost none) MFD and which are considered as foundational curriculum content for current and future learning;
4. Conceive and create MFD for the years and contents where there is a greater need;
5. Apply and assess the impact of MFD created on student learning.

Research Team

• Ana Sofia Rézio
• Bento Cavadas
• João Robert Nogueira
• Neusa Branco 
• Luís Oliveira Couto

Partners

• Escola Superior de Educação de Santarém
• Centro Helen Keller