How One Teacher, Two Students with Visual Impairments, and a Three-Year R & D Project Could Change How All Students Learn Science

Autor/in	Urquhart, Vicki
Titel	How One Teacher, Two Students with Visual Impairments, and a Three-Year R & D Project Could Change How All Students Learn Science
Quelle	In: Journal of the American Academy of Special Education Professionals, (2012), S.185-196 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Leitfaden; Unterricht; Lehrer; Teaching Methods; Science Instruction; Visual Impairments; Research and Development; Scientific Concepts; Science Teachers; Research and Development Centers; Chemistry; Secondary School Science; Assistive Technology; Partnerships in Education; Accessibility (for Disabled); Pennsylvania + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Visual handicap; Sehbehinderung; Forschung und Entwicklung; Science; Science teacher; Wissenschaft; Lehrer; Forschungszentrum; Chemie; Hochschulpartnerschaft; Accessibility; Zugänglichkeit
Abstract	You probably recognize this standard definition of a comet: "a relatively small extraterrestrial body consisting of a frozen mass that travels around the sun in a highly elliptical orbit." Add an accompanying photograph or diagram, and students "get" what a comet is, right? Science textbook publishers expect students to understand science concepts by describing them using content-specific vocabulary, but for some students, that is a huge roadblock. A student who is blind or who has a visual impairment likely has never seen a comet, either in a night sky or in a photograph, and even when a teacher provides an additional colorful description about "fire balls" and "tails," it does not always help. How, then, do students with visual impairments learn scientific concepts? And, what can a science teacher do to ensure all students, including those with visual impairments, are learning? Seeking answers to these questions, two entities--McREL, an education research and development organization, and Edinboro University of Pennsylvania--partnered on a three-year collaboration to design, develop, and test resources for general education science teachers and teachers of students with visual impairments in grades 6-12. The result was a 3-part framework, "Visualizing Science with Adapted Curriculum Enhancements" (ACE). With a direction set, the developers recruited science teachers of students with visual impairments to participate in the study. Most teacher participants had no prior knowledge of how to address the needs of their students with visual impairments, but during the process, everyone learned. What follows is the story of a high school chemistry teacher who jumped into this project blindfolded, literally. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01