Orientation and Social Inclusion: Supporting Students with Visual Impairments in Active Learning Classrooms

Autor/in	Baepler, Paul
Titel	Orientation and Social Inclusion: Supporting Students with Visual Impairments in Active Learning Classrooms
Quelle	In: Journal of Learning Spaces, 12 (2023) 1, S.100-114 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Undergraduate Students; Students with Disabilities; Visual Impairments; Active Learning; Academic Accommodations (Disabilities); Barriers; Student Experience; Student Needs + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; Aktives Lernen; Studienerfahrung
Abstract	The percentage of undergraduate students in the U.S. who report a visual disability is over 3.5%, and worldwide over a billion people claim a significant visual impairment. As more higher learning institutions build Active Learning Classrooms (ALCs), it's critical to understand how these students experience such a different style of learning environment. Although many students do not register their visual impairments at the college level, this report examines students who sought disability accommodations in their ALC classes to help them succeed. This paper identifies two dimensions, divided into 10 factors, of the learning experience in these classrooms and how students faced the challenge of these environments. To improve the future learning experience for these low-vision students, a list of pedagogical recommendations is included. (As Provided).
Anmerkungen	University Libraries, University of North Carolina at Greensboro. PO Box 26170, Greensboro, NC 27402. Tel: 336-334-5880; Fax: 336-334-5399; e-mail: erhelp@uncg.edu; Web site: http://libjournal.uncg.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01