Accessible Teaching and Learning in the Undergraduate Chemistry Course and Laboratory for Blind and Low-Vision Students

Abstract

Symbolic, spatial, and visual information, which is important for comprehending and learning physical and natural sciences, is not readily accessible to blind and low-vision (BLV) students in the undergraduate chemistry classroom, laboratory, and virtual environment via conventional means (through print and images), thus, creating a disadvantageous and inequitable situation. Appropriate instruction methods can be used to include these differently abled students in the learning process while also enhancing the learning outcomes of a diverse student population. By considering the teaching approach and universal design practices, and utilizing adapted methods, collaborative learning, and nonvisual assistive technologies and equipment, chemistry classroom/ laboratory work for BLV students can be transformed from a passive experience to an active one. By creating the least restrictive learning environment, BLV students are enabled to become independent workers. Nonvisual ways (i.e., auditory, and text-to-speech applications, speech-enabled equipment, tactile graphics, and physical artifacts) by which BLV students can conduct their work are described, and practical ways for faculty to enhance teaching are presented.

Leveraging an App to Support Students with Color-Vision Deficiency and Color-Blindness in Online General Chemistry Laboratories

“…Discussion in this Journal to support students with visual impairments in online chemistry laboratories has focused on blind and low vision (BLV) learners. 18 For students with colorvision deficency, the ACS manual Teaching Chemistry to Students with Disabilities advises the following: Web-based activities need text equivalents provided of the graphics content that students are intended to observe. 19 For vision-impaired learners, D'Agostino 18 advises "the primary goal is to enable them to become independent workers by providing access tools that will create the least restricting learning environment".…”

“…18 For students with colorvision deficency, the ACS manual Teaching Chemistry to Students with Disabilities advises the following: Web-based activities need text equivalents provided of the graphics content that students are intended to observe. 19 For vision-impaired learners, D'Agostino 18 advises "the primary goal is to enable them to become independent workers by providing access tools that will create the least restricting learning environment". 18 There are many options available online for web-based design to address color-vision deficiency.…”

“…19 For vision-impaired learners, D'Agostino 18 advises "the primary goal is to enable them to become independent workers by providing access tools that will create the least restricting learning environment". 18 There are many options available online for web-based design to address color-vision deficiency. The Color Oracle software adjusts desktop display to simulate color-vision impairment.…”

“…These applications beep and vibrate when the titration end point has been reached and help students with color-vision deficiencies and visual impairments in making observations and collecting data in in-person laboratories. Discussion in this Journal to support students with visual impairments in online chemistry laboratories has focused on blind and low vision (BLV) learners . For students with color-vision deficency, the ACS manual Teaching Chemistry to Students with Disabilities advises the following: Web-based activities need text equivalents provided of the graphics content that students are intended to observe .…”

“…We considered several assistive technologies for color-vision deficiencies such as Visolve which enhances colors on screens to make them more distinct; however, Visolve did not provide an alternative mode by which to make color assessments that would allow students to read the colors in the display as is recommended by the best practices literature for learners with visual impairments or color-vision deficiencies in chemistry. , To support students with color-vision deficiencies we leveraged the Color Blind Pal app . The Color Blind Pal app allowed students to point their phone camera at anything, freeze the screen, and adjust the target on the screen, and then it provides a text readout of the color of the item being targeted as shown in Figure .…”