Abstract:Symbolic, spatial, and visual information, which is important for comprehending and learning physical and natural sciences, is not readily accessible to blind and low-vision (BLV) students in the undergraduate chemistry classroom, laboratory, and virtual environment via conventional means (through print and images), thus, creating a disadvantageous and inequitable situation. Appropriate instruction methods can be used to include these differently abled students in the learning process while also enhancing the … Show more
“…Discussion in this Journal to support students with visual impairments in online chemistry laboratories has focused on blind and low vision (BLV) learners. 18 For students with colorvision deficency, the ACS manual Teaching Chemistry to Students with Disabilities advises the following: Web-based activities need text equivalents provided of the graphics content that students are intended to observe. 19 For vision-impaired learners, D'Agostino 18 advises "the primary goal is to enable them to become independent workers by providing access tools that will create the least restricting learning environment".…”
Section: Educationmentioning
confidence: 99%
“…18 For students with colorvision deficency, the ACS manual Teaching Chemistry to Students with Disabilities advises the following: Web-based activities need text equivalents provided of the graphics content that students are intended to observe. 19 For vision-impaired learners, D'Agostino 18 advises "the primary goal is to enable them to become independent workers by providing access tools that will create the least restricting learning environment". 18 There are many options available online for web-based design to address color-vision deficiency.…”
Section: Educationmentioning
confidence: 99%
“…19 For vision-impaired learners, D'Agostino 18 advises "the primary goal is to enable them to become independent workers by providing access tools that will create the least restricting learning environment". 18 There are many options available online for web-based design to address color-vision deficiency. The Color Oracle software adjusts desktop display to simulate color-vision impairment.…”
Section: Educationmentioning
confidence: 99%
“…These applications beep and vibrate when the titration end point has been reached and help students with color-vision deficiencies and visual impairments in making observations and collecting data in in-person laboratories. Discussion in this Journal to support students with visual impairments in online chemistry laboratories has focused on blind and low vision (BLV) learners . For students with color-vision deficency, the ACS manual Teaching Chemistry to Students with Disabilities advises the following: Web-based activities need text equivalents provided of the graphics content that students are intended to observe .…”
Section: Color-vision Deficency In Chemistry Educationmentioning
confidence: 99%
“…We considered several assistive technologies for color-vision deficiencies such as Visolve which enhances colors on screens to make them more distinct; however, Visolve did not provide an alternative mode by which to make color assessments that would allow students to read the colors in the display as is recommended by the best practices literature for learners with visual impairments or color-vision deficiencies in chemistry. , To support students with color-vision deficiencies we leveraged the Color Blind Pal app . The Color Blind Pal app allowed students to point their phone camera at anything, freeze the screen, and adjust the target on the screen, and then it provides a text readout of the color of the item being targeted as shown in Figure .…”
Section: Students With Color-vision Deficiency In
Our Coursementioning
Assistive technologies remain important in supporting student learning in both in-person laboratories and the online laboratory environment. In this article, we describe an adaptation of a smartphone technology called the Color Blind Pal app to aid students in complementing online laboratory assignments in a general chemistry course. The app was integrated into three online laboratory experiments to help students collect data from simulated flame tests, atomic emission spectra, precipitation reactions, and colorimetric titrations. We share how incorporating the app has influenced our perspective on inclusive practices in the online lab curriculum as the app allows both users with color-vision deficiencies or color-blindness to make color observations and for instructors to simulate colorvision deficiencies when designing curricula. Given our use of the app as an assistive technology, we discuss implications for a shift toward universal design for learning (UDL) to proactively design inclusive online laboratory curricula.
“…Discussion in this Journal to support students with visual impairments in online chemistry laboratories has focused on blind and low vision (BLV) learners. 18 For students with colorvision deficency, the ACS manual Teaching Chemistry to Students with Disabilities advises the following: Web-based activities need text equivalents provided of the graphics content that students are intended to observe. 19 For vision-impaired learners, D'Agostino 18 advises "the primary goal is to enable them to become independent workers by providing access tools that will create the least restricting learning environment".…”
Section: Educationmentioning
confidence: 99%
“…18 For students with colorvision deficency, the ACS manual Teaching Chemistry to Students with Disabilities advises the following: Web-based activities need text equivalents provided of the graphics content that students are intended to observe. 19 For vision-impaired learners, D'Agostino 18 advises "the primary goal is to enable them to become independent workers by providing access tools that will create the least restricting learning environment". 18 There are many options available online for web-based design to address color-vision deficiency.…”
Section: Educationmentioning
confidence: 99%
“…19 For vision-impaired learners, D'Agostino 18 advises "the primary goal is to enable them to become independent workers by providing access tools that will create the least restricting learning environment". 18 There are many options available online for web-based design to address color-vision deficiency. The Color Oracle software adjusts desktop display to simulate color-vision impairment.…”
Section: Educationmentioning
confidence: 99%
“…These applications beep and vibrate when the titration end point has been reached and help students with color-vision deficiencies and visual impairments in making observations and collecting data in in-person laboratories. Discussion in this Journal to support students with visual impairments in online chemistry laboratories has focused on blind and low vision (BLV) learners . For students with color-vision deficency, the ACS manual Teaching Chemistry to Students with Disabilities advises the following: Web-based activities need text equivalents provided of the graphics content that students are intended to observe .…”
Section: Color-vision Deficency In Chemistry Educationmentioning
confidence: 99%
“…We considered several assistive technologies for color-vision deficiencies such as Visolve which enhances colors on screens to make them more distinct; however, Visolve did not provide an alternative mode by which to make color assessments that would allow students to read the colors in the display as is recommended by the best practices literature for learners with visual impairments or color-vision deficiencies in chemistry. , To support students with color-vision deficiencies we leveraged the Color Blind Pal app . The Color Blind Pal app allowed students to point their phone camera at anything, freeze the screen, and adjust the target on the screen, and then it provides a text readout of the color of the item being targeted as shown in Figure .…”
Section: Students With Color-vision Deficiency In
Our Coursementioning
Assistive technologies remain important in supporting student learning in both in-person laboratories and the online laboratory environment. In this article, we describe an adaptation of a smartphone technology called the Color Blind Pal app to aid students in complementing online laboratory assignments in a general chemistry course. The app was integrated into three online laboratory experiments to help students collect data from simulated flame tests, atomic emission spectra, precipitation reactions, and colorimetric titrations. We share how incorporating the app has influenced our perspective on inclusive practices in the online lab curriculum as the app allows both users with color-vision deficiencies or color-blindness to make color observations and for instructors to simulate colorvision deficiencies when designing curricula. Given our use of the app as an assistive technology, we discuss implications for a shift toward universal design for learning (UDL) to proactively design inclusive online laboratory curricula.
Hands-on chemistry experiments often stimulate students' curiosity about this subject, but blind or visually impaired (BVI) students usually do not get to participate in such hands-on activities. Thanks to adaptive methods and assisting technology, BVI students can actively participate in chemistry experiments. In this study, chemical laboratory experiments were modified and tested on BVI students. These adaptations use Sci-Voice Talking LabQuest, associated sensors, and other tactile tools. This article explains the procedures to conduct the experiments and presents practical ways to introduce assistive technology to enhance learning. We encourage accommodating Arabic language into the Sci-Voice Talking LabQuest.
This article describes practical lessons and experiences acquired as part of a journey in teaching a blind student at The University of Arizona to master the written and graphical language of first-semester organic chemistry and its associated concepts. These practical lessons include details on how to adapt an organic chemistry model set (with simple, minimal modifications) to make it suitable for teaching organic chemistry to blind and visually impaired students and lesson examples of how the modified model sets are an indispensable tool to effectively teach a majority of foundational topics in first-semester organic chemistry in concert with a tactile drawing board. Printing chemical structures and text in braille, along with semester printing preparations to ensure smooth experiences for students, teachers, and support staff, is a recommendation, as is the prioritization of one-on-one teaching to ensure the best possible outcomes.
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