Out-of-School STEM Program for Students with Visual Impairments: Adaptations and Outcomes during the COVID-19 Pandemic

Autor/inn/en	Hong, Sunggye; Topor, Irene L.; Park, Jinseok; Alshuli, Tasnim A.
Titel	Out-of-School STEM Program for Students with Visual Impairments: Adaptations and Outcomes during the COVID-19 Pandemic
Quelle	In: Journal of Science Education for Students with Disabilities, 26 (2023) 1, Artikel 2 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Students with Disabilities; Visual Impairments; COVID-19; Pandemics; Access to Education; STEM Education; Educational Technology; Accessibility (for Disabled); Technological Literacy; Program Implementation; Planning; Access to Information; Academic Accommodations (Disabilities); Online Courses; Program Development; Problem Based Learning; High School Students; Science Activities; College Readiness; Arizona (Tucson) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; Education; Access; Bildung; Zugang; Bildungszugang; STEM; Unterrichtsmedien; Accessibility; Zugänglichkeit; Technisches Wissen; Ablaufplanung; Planungsprozess; Online course; Online-Kurs; Programmplanung; Problem-based learning; Problemorientiertes Lernen; High school; High schools; Oberschule
Abstract	Although previous research exists on making adaptations for students with Visual Impairments (VI) in online settings, there is limited research on the teaching and learning dynamics of students with VI during the COVID-19 pandemic. Since responses to the pandemic made it difficult for students with VI to participate in educational opportunities that require hands-on experiences, gaps have been identified in gaining access to educational opportunities. Project POEM, a STEM project-based intervention for students with VI, was originally planned with programs based on in-person modes, aimed at increasing motivation and awareness of science, technology, engineering, and math of students with VI. Due to limitations of in-person participation, substantial modifications and adaptations were required for the programs to be meaningful and effective when delivered in online environments. It was found that proficiency in the use of technology options, specific instruction and guidance for access of information, and program planning in advance were the three key elements for successful implementation of the programs. This article documents 1) existing research on the impacts of the pandemic, 2) meaningful adaptations and modifications, 3) essential elements for developing online programs in STEM, and 4) identified strategies in program transition for students with VI. Some skills may not be most efficiently taught through online interactions, however participation of family members, careful modifications of existing activities, and sufficient level of technology support allows many skills to be acquired through online learning. Most importantly, strong collaboration of participating team members makes it possible for students with VI to participate equitably in online environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01