Visualizing Without Vision at the Microscale: Students With Visual Impairments Explore Cells With Touch

Self-Efficacy of Students with Visual Impairments Before and After Participation in an Inquiry-Based Camp

“…By analyzing the responses of students with visual impairments, researchers will begin to comprehend students' beliefs about their ability to succeed in technology and science. According to research, students with visual impairments have considered science a difficult subject due to the overreliance on visual instruction for the teaching of the concepts (Jones, Minogue, Oppewal, Cook, & Broadwell, 2006;Penrod, Haley, & Matheson, 2005;Sahin & Yorek, 2009). Students with visual impairments have the same span of cognitive abilities (Kumar, Ramasazmy, & Stefanich, 2001), and can also master high-order science concepts with accommodations, as their peers (Jones et al).…”

Improving Accessibility for Students with Visual Disabilities in the Technology-Rich Classroom

“…Whereas numerous articles address specific STEM disciplines (Frasera and Maguvhe 2008 ;Jones et al 2006 ;Singh 2008 ), little is available about the appropriate use in social and behavioral sciences. Assessment of the implementation of UDI principles in higher education is available from the perspective of students (McGuire and Scott 2006 ), faculty (Zhang et al 2010 ), and the broader university community (Burgstahler and Cory 2008 ;Fichten et al 2009 ).…”

Impact of Adaptive Materials on Teachers and their Students with Visual Impairments in Secondary Science and Mathematics Classes

“…Therefore, students with visual impairments rarely develop an interest in STEM disciplines, and often, when they exhibit interest or ability in these areas, they are discouraged from pursuing these fields (Beck-Winchatz & Riccobono, 2007). However, Jones, Minogue, Oppewal, Cook, and Broadwell (2006) showed that when provided appropriate accommodations, students with visual impairments mastered higher-order science concepts as well as peers.…”

“…A recent study of assistive technology use by elementary and middle school students with visual impairments in the USA (Kelly, 2009) found that the vast majority of students were not using assistive technology unless their parents attended informative programmes or unless they attended residential schools, indicating a great need for dissemination of knowledge about assistive technologies to both teachers and families. As new technologies continue to evolve, new assistive devices have emerged, including a pen-like joystick probe that allows a user to tactilely explore microscopic items such as the organelles of an animal cell (Jones et al, 2006). Sahin and Yorek (2009) interviewed science teachers about their experiences of teaching students with visual impairments.…”