Supporting Elementary School Students with Visual Impairments in Science Classes

Autor/inn/en	Rosenblum, L. Penny; Ristvey, John; Hospitál, Laura
Titel	Supporting Elementary School Students with Visual Impairments in Science Classes
Quelle	In: Journal of Visual Impairment & Blindness, 113 (2019) 1, S.81-88 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X19833801
Schlagwörter	Visual Impairments; Blindness; Student Needs; Access to Education; Science Education; Elementary School Students; Teacher Role; Regular and Special Education Relationship; Academic Accommodations (Disabilities); Instructional Materials; Teaching Methods; Concept Formation; Scientific Concepts; Misconceptions; Team Teaching; Small Group Instruction; Elementary School Teachers; Foreign Countries; United States; Canada + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Blindheit; Education; Access; Bildung; Zugang; Bildungszugang; Naturwissenschaftliche Bildung; Lehrerrolle; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Missverständnis; Teamteaching; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; USA; Kanada
Abstract	Teachers of students with visual impairments play an integral role in supporting both students with visual impairments and general education teachers so that students can access the curriculum, including science-related topics (Anderson, 2009; Bogner et al., 2011; Wild & Koehler, 2017). Wild and Koehler (2017) identify six responsibilities of teachers in supporting students in general education science classes including the following: (a) providing guidance to general education teachers on how to include students with visual impairments in the class, (b) providing adapted materials and methods, (c) preparing materials to allow students to access class content, (d) teaching prerequisite skills to students prior to science topics being covered in class, (e) assessing and addressing any misconceptions students have about science topics, and (f) co-teaching or working with small groups as needed to model accessible teaching techniques for teachers and students. The purpose of the survey was to gather information about how teachers support elementary-age students with visual impairments in accessing science curriculum and understanding science content. Knowledge gained from the survey will enable professionals, both in the fields of general education and visual impairment, to communicate about how best to further integrate their knowledge so that students with visual impairments can be scientifically literate citizens with the potential to be contributors to science. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01