Policy Analysis of Science-based Best Practices for Students with Visual Impairments

Wild, Tiffany; Allen, Angela

doi:10.1177/0145482x0910300210

Cited by 17 publications

(20 citation statements)

References 10 publications

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“…According to Wild and Allen, "Individual research efforts conducted in isolation--that is, those that are not duplicated or built upon questions raised in the literature--will not move the field forward" (Wild & Allen, 2009). Some tools and manipulatives are being developed and modified, but more case studies should be performed and documented to obtain data about these tools to prove their reliability.…”

Section: Discussionmentioning

confidence: 99%

“…Some case studies describe methods and adaptations that involve students with BLV in the science classroom via new or adapted curricula. These cases, however, have not been duplicated to test their reliability, and they do not include post-secondary scenarios (Erwin, Perkins, Ayala, Fine, & Rubin, 2001;Supalo et al, 2009;Wild & Allen, 2009). By using computers with Vernier software along with three-dimensional manipulatives, more students with disabilities can participate in chemistry classrooms and laboratories, giving them a more "hands-on" experience (Supalo et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Tools Enabling a Student Who Is Blind in a Liberal Arts Chemistry Laboratory Course

Michael¹,

Wohlers²

2019

JSESD

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Chemistry laboratories ordinarily involve a number of visual observations and require qualitative and quantitative explanations of these observations. A student with blindness at Truman State University successfully completed the laboratory portion of the nonmajors liberal arts chemistry course with the assistance of a senior undergraduate chemistry education major, the guidance of a chemistry professor with blindness, and a variety of alternative laboratory methods. Volumes were measured using a notched syringe or the graduated cylinder pipet technique. Changes in color were measured by a Color Analysis Laboratory Sensor (CALS) and a Submersible Audio Light Sensor (SALS). Balance and Vernier probe measurements were recorded using Vernier data acquisition software (Logger Pro 3.6) and Job Access with Speech (JAWS) screen review software. This paper reports the impact of these alternative methods on the level of participation of the student with blindness for the following experiments: Density Determination, Flame Emissions Tests, Simulation of the Measurement of Hemoglobin in the Blood Using Spectrophotometry, the Investigation of Hydrates, the Study of Chemical Reactions in Everyday Life, and Titrations. The Solutions, the Soap-Making, and Paper Chromatography laboratories are not reported. All the laboratories except the Density laboratory are part of the Chemistry 100 curriculum at Truman State University ("CHEM 100", 2010).

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Tools Enabling a Student Who Is Blind in a Liberal Arts Chemistry Laboratory Course

Michael¹,

Wohlers²

2019

JSESD

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“…Students with visual impairments, educated in the general education science classroom, require accommodations in order to access this highly visual science content and often receive services from a Certified Teacher of the Visually Impaired (TVI), who can assist the content area teacher in making the necessary accommodations to the science curriculum. Little research exists that evaluates whether students with visual impairments are receiving the necessary accommodations to the curriculum in the science room and whether science content is truly made accessible for these students (Wild & Paul, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…This study expands upon a research study by Wild & Paul (2012) that sought to examine the types of practices that were in use in general education science classrooms to make science accessible to students with visual impairments. It expands the previous study by examining specific science pedagogy, equipment, accommodations, modifications, and assistive technology used in the science classroom by students with visual impairments, as reported by TVIs.…”

Section: Introductionmentioning

confidence: 99%

“…Very little research exists that examines how students with visual impairments are being educated in the science classroom. Wild and Paul (2012) developed a 10 question survey instrument, distributed to teachers of students with visual impairments (TVIs), which gathered data about science content delivery. The questions were designed to gather general information about standards-based content delivery, inquiry-based instruction, laboratory experiments, physical and biological science participation, astronomy participation, pedagogy, assessment, length of time spent in general education, and support by the teacher of students with visual impairments.…”

Section: Introductionmentioning

confidence: 99%

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Students with Visual Impairments' Access and Participation in the Science Curriculum: Views of Teachers of Students with Visual Impairments

Koehler¹,

Wild²

2019

JSESD

Self Cite

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Science is a core curricular area of instruction for all students and the federal mandates of the Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) require that students with disabilities are educated in the least restrictive environment and have access to general education science content, based upon rigorous standards. While, most students with visual impairments are educated in the general science classroom, few studies have been done to determine whether appropriate accommodations and modifications are being made in those classrooms to meet the specialized needs of these students. A 35 question survey instrument was disseminated to teachers of the visually impaired through a Visual Impairments Listserve and Facebook group to help determine what pedagogical practices, accommodations, modifications, adaptive equipment and instructional practices are being used to educate students with visual impairments in the United States and Canada. This study helped inform how students with visual impairments are being educated in the science classroom.

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Conceptualizing science learning as a collective social practice: changing the social pedagogical compass for a child with visual impairment

Fleer

March

2015

Cult Stud of Sci Educ

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Policy Analysis of Science-based Best Practices for Students with Visual Impairments

Cited by 17 publications

References 10 publications

Tools Enabling a Student Who Is Blind in a Liberal Arts Chemistry Laboratory Course

Tools Enabling a Student Who Is Blind in a Liberal Arts Chemistry Laboratory Course

Students with Visual Impairments' Access and Participation in the Science Curriculum: Views of Teachers of Students with Visual Impairments

Conceptualizing science learning as a collective social practice: changing the social pedagogical compass for a child with visual impairment

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