Some propositions about including students with disabilities in chemistry teaching / Algumas proposições sobre a inclusão no ensino de química

In this article, we present the results of a Scientific Initiation research with high school students (this is called Pibic-Jr, in Brazil) that shows and discusses the panorama of scientific productions about the use of educational software in chemistry teaching, focused on inclusion of students with disabilities. The bibliographical research was conducted between 2007 and 2017 in the Química Nova na Escola Journal, a free Brazilian magazine [for readers], with reports and research from the area of Chemistry Teaching and, generally, present in undergraduate courses in Chemistry and Natural Sciences. The obtained results were organized in tables for our discussion. Many of the materials produced have been effective in the educational process, especially in chemistry teaching. However, we also realize that, even after the intensification of the study on the development of educational technologies, it is important to expand the investigations, but in the bias of the use of these technological resources to enable the inclusion of students with disabilities in the chemistry teaching.In this article, we present the results of a Scientific Initiation research with high school students (this is called Pibic-Jr, in Brazil) that shows and discusses the panorama of scientific productions about the use of educational software in chemistry teaching, focused on inclusion of students with disabilities. The bibliographical research was conducted between 2007 and 2017 in the Química Nova na Escola Journal, a free Brazilian magazine [for readers], with reports and research from the area of Chemistry Teaching and, generally, present in undergraduate courses in Chemistry and Natural Sciences. The obtained results were organized in tables for our discussion. Many of the materials produced have been effective in the educational process, especially in chemistry teaching. However, we also realize that, even after the intensification of the study on the development of educational technologies, it is important to expand the investigations, but in the bias of the use of these technological resources to enable the inclusion of students with disabilities in the chemistry teaching