The 2011 National Federation of the Blind Youth Slam event at Towson University enabled a large group of blind youth to participate in a five day long science, technology, engineering, and mathematics (STEM) academy. Enrichment experiences such as this one may generate interest in STEM subjects for students with visual impairments. For decades, persons with disabilities have been discouraged from considering career paths in STEM-related fields. This manuscript addresses the relationship between science faculty, teachers of visually impaired students, students with visual impairments, and the students' parents or legal guardians. Working together, these key stakeholders can draw on their strengths and expertise to better develop an implementation plan for students with visual impairments to have a successful hands-on science learning experience. The 2011 National Federation of the Blind Youth Slam event served as the venue for a new access technology, developed by researchers at Independence Science and Purdue University, to allow students with visual impairments to have hands-on science learning.

The algorithm improves the quality and information processing capacity of synthetic speech renderings of MathSpeak. This increases the capacity of individuals with print disabilities to perform mathematical activities and to successfully fulfill science, technology, engineering and mathematics academic and career objectives.

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This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one's capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the confidence that I need to decide on majoring in an area of science in college and then a career in science; 3) I feel that I have the skills needed to independently perform a lab activity in (on) ______; 4) I feel that I have the skills needed to independently start data collection during a lab activity in _____; 5) I feel that I have the skills needed to independently stop data collection on a lab activity in _____; 6) I was actively involved in data collection during the_____ lab. The Likert survey findings are consistent with the notion that accessible science activities may foster the development of self-beliefs that one has the capacity to independently function in scientific domains, which may promote an inclination to consider scientific pursuits. Insufficient accessible science learning experiences may contribute to the underrepresentation of individuals with disabilities in science, technology, engineering, and mathematics (STEM) fields. Providing accessible science learning activities may help to increase both the number of individuals who have disabilities and diversity in the STEM fields.