Desenho universal para a aprendizagem como possibilidade para o ensino de química a estudantes com síndrome de down

Abstract

For a long time, people with Down Syndrome, they were incompetent beings, unable to learn and related to a society around them. However, although they have intellectual disabilities of different levels, how people with a genetic condition are able to learn and exercise their cognitive side. Therefore, an adequate insertion must include a fundamental school context for its development. Thus, we must keep in mind that we must provide quality education for students with the Syndrome, make - if necessary - all opportunities and support they need to develop their cognitive and social faculties as much as possible. . In this final paper, ask the reader for a deeper knowledge about the processes of inclusion of students with Down Syndrome, as well as the development of students, their practices and uses. In addition, this research presents a didactic sequence for teaching chemistry, built from the Universal Design for Learning - pressed for the methodological method that requires the removal of any and all barriers in the teaching process, enabling learning for all the students. The study developed from this assumption took place through a research type of pedagogical intervention, which sought to plan, implement and evaluate their contributions in the teaching of food chemistry, having its central theme the lipids. This research was conducted at a state school in the city of Bagé-RS in a high school class of 15 students and among them a student with Down Syndrome.