PHYSICS TEACHING AND ASSISTIVE TECHNOLOGY: A NEW VISION FOR INCLUSION

Abstract

Currently, the demand for students with special needs is growing exponentially each year, and the support rate at schools are also very much needed. Through this research, the goal is to highlight the use of assistive technology integrating the role of monitoring, helping in the most crucial development for students inside and outside the classroom, since without this beneficence, the student can’t include themselves significantly at the school setting in a regular mainstream classroom. Thus to achieve this purpose, the methodology has a qualitative nature of action research, which permeates between the adaptation of activities in connection with software technology, and accessible materials made with utensils, that are often low cost and It being a great help during the student's academic year, and for the teacher that sometimes they don’t know how to teach and include the student in class with the resources currently used by them, because they don’t have the vast knowledge about the area, and the student with Special Educational Needs (NEE) doesn’t understand the subject. Whereas, historically the process of inclusion in regular education has been the subject of many discussions arising from a long exclusionary trajectory, such that in this process of inclusion, assistive technology emerges as a great ally for the interest of students with SEN to learn the proposed content. The results of using various assistive technologies simultaneously provide this initial training for the physics students, who during the entire major degree period are not able to receive a student with such characteristics, and enable both students a more specific care that aims to minimize their difficulties, and also, as a consequence assist in the training of undergraduates - or also called tutors/monitors - a vast knowledge of how to exercise their teaching to all in need. In conclusion, it’s necessary to expose the academic community that assistive technology is a strategy for teaching physics and a positive way to providing effective inclusion.