¿Como es la comprensión del fenómeno sonoro en alumnos con diversidad funcional visual?

Abstract

We present results about how students with visual functional diversity understand sound characteristics, fostering environments for teaching and learning the sound phenomenon in an inclusive classroom with heterogeneous students. It was a qualitative research developed in a course of high school in a public institution from Bogota city, looking for comprehension about how is the teaching and learning process about the sound phenomenon, in students with visual functional diversity. Data were collected during an intervention in the classroom after planned special activities and support material. Our class strategy had four phases, recognizing ways to produce sound, studying how the sound travels from an instrument until the brain, studying characteristics like frequency and intensity and finally establishing a relationship with the tone, volume, and timbre. We make interviews, audio recording, observation, and analysis of written material produced by the students, which were analyzed through an open, axial and selective coding process that allowed us to make interpretations. We found that students with visual functional diversity construct their mental model explaining about the sound phenomenon, in a very similar way that heterogeneous students, and also is an important motivation to the rest of the students develop an interest for science. Obviously, it is important to respect their times to follow instructions and to take notes, and it is necessary to create support material specialized to this objective.