Elaboración de un módulo para la clase de física en aulas inclusivas, en las que participan estudiantes sordos

Abstract

One of the lines of work that the research group INVESTUD of the Francisco José de Caldas District University addresses is the teaching of the sciences for diversity. After reviewing the work carried out by the group in this field, as well as consulting other sources, some theoretical references are developed that guide the realization of this report and that includes, among others, concepts such as: diversity, integration, inclusion and teaching of physics. This report gives an account of the dynamics of joint exploration, by living with the ID4 school group ID4 Manuela Beltrán at night in 2016 over a period of two months. This coexistence allows identifying and assessing constituent elements present in the dynamics that are established in each of the classes. Also, from the perspective that the research group handles, from the didactic tetrahedron around the class; contents, teacher, student, interpreter, as unit, it is possible to establish and to interpret, the central differences and characteristics of the classes. Taking into account the findings established in the characterization, as well as the referents for the teaching of physics for these inclusion groups, a module focused on the amount of movement is planned, organized and executed, a proposal that emphasizes activities raised around problems. The realization of these activities allowed the generation of different learning environments, which involve, to a greater extent, the interpreters, students, teachers who are part of the inclusive classroom. Where the teacher and the interpreter meet to plan each of the activities to be developed during the class, in order to generate strategies of participation regardless of whether they are listener or deaf, the formation of groups composed by listeners and deaf people, that make possible the carrying out of joint activities in which alternative communication systems emerge to sign language. However, it is striking that the translations performed by the interpreter focus on particular meanings of physics. The amount of movement expresses it as the product between mass and velocity, and not as independent concepts that can be related to establish models. It introduces a kind of conceptual algebra, which epistemologically makes no sense. Similarly, the interaction between students, the interpreter, the teacher, the situations, and each other makes the teaching process (in terms of sequence of topics) slower; but this methodology gives a greater sense to all the actors of the class. As part of this paper is delivered the module that includes five activities to perform in the classroom inclusive of physics, with photos representing the concepts of mass, speed and amount of movement. It is important to note that it is important to carry out the activities with the interpreter, so that he can understand the concepts and their differentiation in the context of the class.