Adequate and inadequate communicational contexts for inclusion of students with visual impairment in modern physics classes

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.creatorDe Camargo, Eder Pires-
Autor(es): dc.creatorNardi, Roberto-
Data de aceite: dc.date.accessioned2025-08-21T19:44:04Z-
Data de disponibilização: dc.date.available2025-08-21T19:44:04Z-
Data de envio: dc.date.issued2022-04-29-
Data de envio: dc.date.issued2022-04-29-
Data de envio: dc.date.issued2013-01-01-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.5565/rev/ec/v31n3.760-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/232313-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/232313-
Descrição: dc.descriptionThis article is inserted in a wider study that seeks to understand the main inclusion barriers in Physics classes for students with visual impairment It aims to understand which communication context favors or impedes the visually impaired student participation to the impairment visual student's real participation in Modern Physics activities. The research defines, from the empirical-sensory and semantics structures, the languages used in the activities, as well as, the moment and the speech pattern in which those languages have been used. As a result, this study identifies a strong relation between the uses of the interdependent empirical structure audio-visual language in the non-interactive episodes of authority; a decrease of this structure use in the interactive episodes; the creation of education segregation environments within the clasroom and the frequent use of empirical tactile-hearing interdependent language structure in these environments. Moreover, the concept of «special educational need» is discussed and its inadequate use is analyzed. Suggestions are given for its correct use of «special educational need,» its inadequate use, giving suggestions for its correct use.-
Descrição: dc.descriptionDepartamento de Física y Química Facultad de Ingeniería Universidad Estadual Paulista-
Descrição: dc.descriptionDepartamento de Educacion y del Programa de Postgrado en Educacion para la Ciencia Facultad de Ciencias Universidad Estadual Paulista-
Descrição: dc.descriptionDepartamento de Física y Química Facultad de Ingeniería Universidad Estadual Paulista-
Descrição: dc.descriptionDepartamento de Educacion y del Programa de Postgrado en Educacion para la Ciencia Facultad de Ciencias Universidad Estadual Paulista-
Formato: dc.format155-175-
Idioma: dc.languageen-
Idioma: dc.languagees-
Relação: dc.relationEnsenanza de las Ciencias-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectCommunicational context-
Palavras-chave: dc.subjectInclusion-
Palavras-chave: dc.subjectModern Physics teaching-
Palavras-chave: dc.subjectSpecial education needs-
Palavras-chave: dc.subjectVisual impairment-
Título: dc.titleAdequate and inadequate communicational contexts for inclusion of students with visual impairment in modern physics classes-
Título: dc.titleContextos comunicacionales1 adecuados e inadecuados par la inclusión de alumnos con discapacidad visual en clases de física moderna-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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