Digital tools play a significant role in chemistry education, serving as widely adopted resources
for students to grasp abstract concepts. Among these resources, YouTube stands out as a
platform rich in educational content. However, when it comes to addressing the needs of the
deaf community in the context of chemistry, the availability of resources is notably limited.
One possible approach to mitigate the challenges faced by the deaf community is the
implementation of assistive technologies in education, encompassing children, youth, and
adults with diverse disabilities. The primary objective of this research is to assess the use of
assistive technology resources specifically designed for deaf students in the context of
chemistry classes. Additionally, an effort was made to create chemistry video lessons with sign
language interpretation (Libras). This research adopts a qualitative approach, aiming to
understand the objectives and values of the participants involved in the educational process. To
carry out this project, the epistemological basis of action research was employed as the
methodology. Three video lessons were developed covering the following topics: Physical
Transformations of Matter, Atomic Models, and Chemical Bonds. Each video lesson was
divided into three segments: Introduction, presenting the lesson's topic and relevant questions;
Development, where concepts were dynamically explained with everyday examples; and
Conclusion, encouraging reflection on the lesson and the content's importance for the learning
process. The video lessons underwent a validation process with chemistry teachers and
members of the deaf community. One observation made during validation highlighted the
importance of students' prior knowledge for comprehending the content of the video lessons.
Regarding the logical sequence presented in the videos, all teachers expressed acceptance with
this aspect. In the question regarding the relevance of incorporating images and animations into
video lessons, the deaf community unanimously asserted that this element played a fundamental
role in facilitating the understanding of concepts in the field of Chemistry. The implementation
of the video lesson with the didactic sequence made the teaching-learning process more
dynamic and appealing to the student, as the video lesson was used for review in this process.
These results reflect the importance of integrating assistive technology into chemistry classes
to meet the needs of the deaf community, providing an inclusive and effective approach to
teaching this chemistry discipline.
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