Communicative contexts appropriate and inappropriate inclusion of students visually impaired in teaching thermology
This article represents a continuation of the results of a research presented in Camargo and Nardi (2007).It is inserted in the study that seeks to understand the main student’s inclusion barriers with visual impairmentin the Physics classes. It aims to understand which communication conte...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2010
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/7992 |
| Aporte de: |
| Sumario: | This article represents a continuation of the results of a research presented in Camargo and Nardi (2007).It is inserted in the study that seeks to understand the main student’s inclusion barriers with visual impairmentin the Physics classes. It aims to understand which communication context shows kindness orunkindness to the impairment visual student’s real participation in thermology activities. For this, the researchdefi nes, from the empirical - sensory and semantics structures, the used languages in the activities,as well, the moment and the speech pattern in which the languages have been used. As result, identifi esa strong relation between the uses of the interdependent empirical structure audio-visual language in thenon-interactive episodes of authority; a decrease of this structure use in the interactive episodes and thecreation of education segregation environments within the classroom. |
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