The teaching of Physics to students with hearing impairments. A bibliometric analysis

Abstract

Teaching physics to students with hearing impairments is important to ensure equitable access to education regardless of students' abilities or disabilities. Furthermore, physics is a necessary discipline that provides the foundation for understanding the world around us and allows for the development of critical thinking and skills essential to society. The objective of this study is to conduct a bibliometric analysis of physics education for students with hearing impairments. A descriptive, retrospective approach was used, based on the PRISMA methodology, which supports systematic review. Seventeen articles were identified and analyzed using the VosViewer bibliometric software. This yielded a total of 220 conceptual categories through the co-occurrence method, considering a 98% effectiveness rate and a 2% margin of error. Main categories were then established. The results obtained allow us to describe the evolution of research, the main authors who have significantly contributed to its development, an analysis of the corresponding journals, and the most relevant contributions of the researchers