In relation to the current education system, the difficulty in finding alternative chemistry/
science teaching methods for deaf / hearing impaired students has motivated the development
of actions aimed at teaching the basic contents of the discipline. Due to these facts, many
educators have been thinking about new methodologies in order to help deaf / hearing impaired
students. In this sense, we will present the concept of didactic sequence involving atomic
models, content present in the curriculum of the ninth year of elementary school. Using data
collection tools as a questionnaire, the research in question is essentially qualitative and
quantitative. Some teaching resources were used, such as a playful game called “Atomic Trail”
and a practice involving low-cost materials (clay modeling clay). This method was developed
aiming at the difficulties that deaf / hearing impaired students have in the first years of high
school. It is in the context of chemistry that these difficulties intensify, and the deaf student's
learning takes longer, as he ends up not receiving the same amount of incentives as a hearing
student. Based on the positive results regarding the use of experimental strategies and didactic
games, deaf students correctly understood scientific concepts. Therefore, it has become a good
choice to minimize difficulties encountered in the process of teaching and learning about the
content of atomic models.
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