As tecnologias da informação e comunicação na inclusão de alunos com deficiência no ensino de química : um estudo de revisão sistemática

Abstract

The study, of the systematic review type, sought to reflect on the teaching of chemistry from an inclusive perspective based on information and communication technology resources and assistive technology. This work was developed in the period November 2021 to July 2022. Data collection was carried out in journals of the Capes portal and Google Scholar and scientific events, such as ENEQ (National Meeting of Chemistry Teaching), EDEQ (Meeting of Debates on the Teaching of Chemistry), SBQ (Brazilian Society of Chemistry) and the magazine QNEsc (Química Nova na Escola), involving a time frame between the years 2016 and 2021. The results of the investigation demonstrated the recentness of the theme within the scope of chemistry teaching. The identified works on the theme under investigation involve software, applications, audio and video resources, among others. Among these resources, cell phone applications have shown to be the most common. Most of the resources aim to work with students with Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, and Intellectual Disability (ID).