Mapping of pedagogical strategies for special education in an inclusive perspective in chemistry teaching

Abstract

This article aims to map on pedagogical strategies for an inclusive special education in chemistry's classes. The present study was carried out by a systematic literature review through data collection in the Capes journals databases, being selected for reading and discussion of materials from 2017 to 2021. In all, 12 articles were found. As trending tops, special and inclusive didactic strategies to blind and deaf people are predominantly with interactive, visual and audio materials, games and experiments approached with chemical concepts of the initial grades of high school. As gaps, we can highlight that different public of special education are lacking and absence of specific content from the perspective of special and inclusive education.