Designing the Biology Classroom & Lab to Support Blind & Visually Impaired Learners

Autor/inn/en	Harjoe, Carmen C.; Wilson, Megan N.; Charbonneau, Natalie; Dalton, Lauren E.; van Zee, Kari; Kiser, Stacey; Kayes, Lori J.
Titel	Designing the Biology Classroom & Lab to Support Blind & Visually Impaired Learners
Quelle	In: American Biology Teacher, 85 (2023) 1, S.4-11 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Science Instruction; Blindness; Barriers; Students with Disabilities; Visual Impairments; STEM Education; Student Needs; Academic Accommodations (Disabilities); Science Laboratories; Interpersonal Communication; Planning; Teacher Role; Resources; Accessibility (for Disabled); College Science + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Blindheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; STEM; Interpersonale Kommunikation; Ablaufplanung; Planungsprozess; Lehrerrolle; Betriebsmittel; Hilfsmittel; Accessibility; Zugänglichkeit
Abstract	Coursework that is dependent on experiential learning, such as that offered in the laboratory-based sciences, can present barriers for a variety of students. These barriers can be magnified for students who experience disabilities that impact their access to the full depth of the course content and materials. Our unique perspective was formed primarily by supporting two blind students at two institution types across multiple biological science departments. In this paper, we explain the barriers we find are currently impacting blind and visually impaired (VI) students' access to STEM as well as some tools to navigate creating more equitable and accessible spaces to support blind/VI students in STEM. More specifically, we provide general recommendations for working with blind/VI students using a student-centered approach to planning and daily interactions, followed by tips and tools for preparing accessible materials and a case study on how to use learning outcomes to modify course activities to be more useful for blind/VI students, and lastly we provide recommendations for important collaborations. (As Provided).
Anmerkungen	University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01