INCLUSION OF VISUALLY IMPAIRED PEOPLE IN THE TEACHING OF TRIGONOMETRY
DOI:
https://doi.org/10.22383/ri.v14i2.19Keywords:
special needs education, inclusive education, mathematical analysisAbstract
Objective: to strengthen the trigonometry learning process of a visually impaired student. Methodology: the study population was a girl with visual disability from the Educative Institution Adolfo Hoyos. The Educative Action Research is enrolled in a qualitative approach with mixed methodology. Findings: lack of communication between the educative agents and the entities that should take care of the persons with disabilities. Conclusions: disabilities are not generated by deficiency but because of lack of interest. High technology or large amounts of money are not necessary for starting to narrow the inclusion gap. Good communication is the first step for students of trigonometry to learn and solve problems related to it.
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