Impact of Adaptive Materials on Teachers and their Students with Visual Impairments in Secondary Science and Mathematics Classes

Rule, Audrey C.; Stefanich, Greg P.; Boody, Robert M.; Peiffer, Belinda

doi:10.1080/09500693.2010.506619

Cited by 63 publications

(38 citation statements)

References 23 publications

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“…Stereotypical views by teachers and aides meant that students were often excluded from science, or an aide expected in every science class, which was regarded as counterproductive by students who felt they could manage any safety issues (Rule, Stefanich, Boody & Peiffer ). Research highlights that students with vision impairment would benefit from participation in physical activities (Houwen, Hartman, & Visscher, ; Lieberman, Haegele, Columna & Conroy, ; Wagner, Haibach, & Lieberman, ).…”

Section: Discussionmentioning

confidence: 99%

‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools

Opie¹,

Deppeler²,

Southcott³

2017

Support for Learning

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The experiences of seven Australian senior secondary school students with vision impairment attending mainstream schools in Victoria were explored to gain an understanding of the support mechanisms operating to allow them access to an inclusive education. This qualitative study primarily used the indepth interviews of students, augmented by brief interviews with Heads of Education Support, parents, aides and teachers. Students attributed difficulties to time available, accessing e-print and large format materials, assistive technology and access, and exclusion from classes of science, mathematics, and physical education in particular. In Australia, there is an expectation that legally mandated adjustments for students with disabilities will enable equitable, quality, and inclusive education. This was not evident in the experiences of the students in this study. Having aide support did not prevent exclusionary practices. Educators and support staff need to understand the perspectives of students with vision impairments to better facilitate successful teaching and learning experiences.

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Section: Discussionmentioning

confidence: 99%

‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools

Opie¹,

Deppeler²,

Southcott³

2017

Support for Learning

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“…This buttresses the findings of Shoho, Katims, and Wilks (1997) who suggested that increased teacher education on inclusion yields more positive attitudes toward inclusion. Similarly, Rule, Stefanich, Boody, and Peiffer (2011) found that providing teachers with adaptive materials and training for teaching science to students with visual impairments had positive impacts on teacher and student attitudes, and in turn, expanded teachers' instructional repertoire. Other studies have looked at the effect of teachers' experience on attitudes toward inclusion, with many finding that positive experiences in inclusive settings, either through in-service or through pre-service training, lead to more favorable attitudes (Leatherman & Niemeyer, 2005).…”

Section: Teacher Preparation and Attitudes Toward Inclusionmentioning

confidence: 95%

Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

Kahn

Lewis

2014

Journal of Science Teacher Education

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Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess the current state of what could be facilitative or inhibitory influences, a national online survey to which 1,088 K-12 science teachers responded was conducted. Mixed methods' analyses suggest that science teachers receive little formal training and feel underprepared to teach students with disabilities. Results identify specific gaps in science teachers' education, as well as attitudinal and institutional barriers that may inhibit students with disabilities' success. However, science teachers remain highly receptive to training and collaboration. Implications for science teacher education are discussed.

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“…Out of 720 tasks, the total number of tasks that timed out was 41, or 5.7%, and almost half of those time-outs (19) occurred in the first session. Additionally, over half of the time-outs (21) occurred during the difficult Bar Chart task.…”

Section: Timementioning

confidence: 99%

“…In a survey of 24 teachers that worked with visually impaired children, all indicated that there were situations where tactile graphics were important for and effective at teaching a lesson [20]. Teachers also indicated that the ability to explore graphics, discover the information, and answer questions about the information independently was a fundamental part of the learning process [19,20].…”

Section: Introductionmentioning

confidence: 97%

Tactile graphics with a voice

Baker

Milne

Scofield

et al. 2014

Proceedings of the 16th International ACM SIGACCESS Conference on Computers &Amp; Accessibility - ASSETS '14

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Textbook figures are often converted into a tactile format for access by blind students. These figures are not truly accessible unless the text within the figures is also made accessible. A common solution to access text in a tactile image is to use embossed Braille. We have developed an alternative to Braille that uses QR codes for students who want tactile graphics, but prefer the text in figures be spoken, rather than in Braille. Tactile Graphics with a Voice (TGV) allows text within tactile graphics to be accessible by using a talking QR code reader app on a smartphone. To evaluate TGV, we performed a longitudinal study where ten blind and low vision participants were asked to complete tasks using three alternative picture taking guidance techniques: 1) no guidance, 2) verbal guidance, and 3) finger pointing guidance. Our results show that TGV is an effective way to access text in tactile graphics, especially for those blind users who are not fluent in Braille. In addition, guidance preferences varied with each of the guidance techniques being preferred by at least one participant.

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Impact of Adaptive Materials on Teachers and their Students with Visual Impairments in Secondary Science and Mathematics Classes

Cited by 63 publications

References 23 publications

‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools

‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools

Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

Tactile graphics with a voice

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