Pedagogical Mediation and Inclusive Teaching Materials in Chemistry Education for Students with Intellectual

Abstract

This study analyzes the contribution of pedagogical mediation and the use of inclusive teaching resources in teaching introductory Chemistry content to a student with an intellectual disability. Based on the principles of Inclusive Education and the historical-cultural perspective, especially the contributions of Vygotsky, the research aimed to develop and apply accessible teaching materials, articulated within a didactic sequence, in order to promote the learning of chemical concepts in the context of Elementary Education. The study showed that the use of concrete, visual, and playful materials increased the student's interest, participation, and understanding, making the teaching process more meaningful and compatible with her educational needs. The results also showed that pedagogical mediation played a decisive role in guiding activities, revisiting concepts, and enabling progressive advances in knowledge construction. Among the resources used, the educational game Quimicarando stood out as an important tool for reviewing, reinforcing, and consolidating content. It is concluded that the articulation between teacher mediation and inclusive teaching materials constitutes a relevant strategy for teaching Chemistry from the perspective of Inclusive Education, contributing to a more accessible, participatory and effective pedagogical practice.