CE  Vol.5 No.4 , March 2014
ATMK: A Monera Kingdom Atlas for Presenting Cell Morphology and Biotechnology for Visually Impaired Students
ABSTRACT

The teaching and learning process for approaching the scientific knowledge should allow the inclusion of all students especially those with blindness or visual impairment. In this work we produced a didactical material about Monera kingdom to allow the knowledge accessibility by all students including those with blindness or visual impairments. The Monera kingdom theme was selected due to its complexity and variety of examples about cellular morphology that also allow the approach of other topics such as biotechnology. Thus we produced an Atlas about bacterial morphology using paper with different textures to provide a tactile distinction to the student with visual impairment. The Atlas development involved four steps including: a) the Atlas preparation, b) in locus test with students with visual impairment, c) morphologies structural evaluation (2D to 3D) using modeling clay and d) analysis about student’s opinion through an interview. The Atlas of the Monera Kingdom was produced and we observed that it had a stimulatory effect on blind and visually impaired students. The Atlas allowed the understanding of the microorganism’s morphology with full content access for these students and also with the possibility of approaching biotechnology topics such as microorganisms and its biotechnological potential. These conclusions were reinforced by observing the three-dimensional analysis and evaluation of the questionnaire responses that pointed for the importance of this material for the public with special needs.


Cite this paper
Lyrio, E. , Delou, C. , Marinho, L. and Castro, H. (2014) ATMK: A Monera Kingdom Atlas for Presenting Cell Morphology and Biotechnology for Visually Impaired Students. Creative Education, 5, 290-296. doi: 10.4236/ce.2014.54038.
References
[1]   Clarke, K. G. (2013). Bioprocess Engineering: An Introductory Engineering and Life Science Approach. Amsterdam: Elsevier. http://dx.doi.org/10.1533/9781782421689

[2]   Cook, A. M., & Hussey, J. M. P. (2007). Assistive Technologies: Principles and Practices (3rd ed.). St. Louis, MS: MosbyYear Book, Inc.

[3]   Delou, C. M. C., Machado, S., Mazza-Guimaraes, I., & Castro, H. C. (2012). School of Inclusion: The Contribution of a Federal University to the Inclusive Education. Advances in Education, 1, 4-10.

[4]   Farrell, P. (2000). The Impact of Research on Developments in Inclusive Education. International Journal of Inclusive Education, 4, 153-162. http://dx.doi.org/10.1080/136031100284867

[5]   Heller, M. A., & Joyner, T. D. (1993). Mechanisms in the Tactile Horizontal/Vertical Illusion: Evidence from Sighted and Blind Subjects. Perception & Psychophysics, 53, 422-428.
http://dx.doi.org/10.3758/BF03206785

[6]   Heller, M. A. (1991). Haptic Perception in Blind People. In: M. A. Heller, & W. Schiff (Eds.), The Psychology of Touch (pp. 239-261). Hillsdale, NJ: Lawrence Erlbaum Associates.

[7]   IBC—Instituto Benjamin Constant (2014). Como tudo comecou... http://www.ibc.gov.br

[8]   Katz, D. (1989). The World of Touch (L. E. Krueger, Trans.), Hillsdale, NJ: Lawrence Erlbaum Associates.

[9]   Katz, S. (2011) What the 7th Grader Should Know About Microbes—Or, Is That “What the College Student Should Know?” Journal of Microbiology & Biology Education, 12, 210-211.
http://dx.doi.org/10.1128/jmbe.v12i2.341

[10]   Kurawa, G. (2010). The Views of Students and Practitioners of How to Include All Children in Learning and Regular Classrooms. Procedia—Social and Behavioral Sciences, 5, 1550-1555.
http://dx.doi.org/10.1016/j.sbspro.2010.07.324

[11]   Lima, F. J., & Silva, J. A. (2005). O desenho em relevo: Uma caneta que faz pontos.

[12]   Millar, S. (1976). Spatial Representation by Blind and Sighted Children. Journal of Experimental Child Psychology, 21, 460-479. http://dx.doi.org/10.1016/0022-0965(76)90074-6

[13]   Millar, S. (1991). A Reverse Lag in the Recognition and Production of Tactual Drawings: Theoretical Implications for Haptic Coding. In: M. A. Heller, & W. Schiff (Eds.), The Psychology of Touch (pp. 301-325). Hillsdale, NJ: Lawrence Erlbaum Associates.

[14]   Murray, P. R., & Rosenthal, K. S. (2008). Medical Microbiology (6th ed.). Língua Castellano. Madrid: Elsevier Espana.

[15]   Patton, J., Dowdy, C., Polloway, E., & Smith, T. (2005). Teaching Students with Special Needs in Inclusive Settings (4th ed.). Mylabschool Edition.

[16]   Sapp, J. (2005). The Prokaryote-Eukaryote Dichotomy: Meanings and Mythology. Microbiology and Molecular Biology Reviews, 69, 292-305. http://dx.doi.org/10.1128/MMBR.69.2.292-305.2005

[17]   Souza, R., Delou, C. M. C., Cortes, M. B. V., Mazza-Guimaraes, I., Machado, S., Rodrigues, C. R., & Castro, H. C. (2012). Blindness and Fungi Kingdom: A New Approach for Teaching a Biological Theme for Students with Special Visual Needs. Creative Education, 3, 674-678.
http://dx.doi.org/10.4236/ce.2012.35100

[18]   Wearing, J. (2010). Bacteria: A Class of Their Own. New York: Crabtree Publishing Company.

[19]   WHO—World Health Organization (2014). Visual Impairment and Blindness.
http://www.who.int/mediacentre/factsheets/fs282/en/

[20]   Wilson, J. (2002). Doing Justice to Inclusion. European Journal of Special Needs Education, 15, 297-304.
http://dx.doi.org/10.1080/088562500750017907

 
 
Top