Teaching Thermochemistry to students with visual impairments from an inclusive perspective: in the face of teachers’ difficulties

The present study aimed to identify the difficulties in adapting classes in teaching thermochemistry from an inclusive perspective. This study was developed with the collaboration of four Chemistry teachers from the second year of high school who teach classes for students with visual impairments. The methodology used was descriptive and field, involving observations and interviews with individuals with practical experience in the area studied. The data were analyzed qualitatively, using content analysis by Bardin (2016). The results of this work lead us to conclude that the Chemistry teachers participating in this study do not feel prepared to work with students with visual impairments, and the responses obtained The interviews carried out showed numerous challenges and difficulties in relation to teaching thermochemistry to this group of students, such as the lack of practical training, which is often non-existent during graduation and the lack of construction and/or adaptation of accessible and tactile tools for teaching this content.