Straight from the Source: Perceptions of Students with Visual Impairments about Graphic Use

Abstract

Introduction This study analyzed the responses of a survey of students with visual impairments in Canada and the United States about their use of tactile and print graphics. Demographic, Likert scale, and open-ended questions focused on perceptions of quality, preferences, instruction, and strategies. Methods Percentages of agreement for tactile and print graphic users are reported. Comparisons were made between the two groups. Results Students felt positive about the quality of the graphics, but density and complexity were identified as challenges. Students varied as to whether they felt graphics supported their understanding of concepts. Both groups indicated that written descriptions were helpful. Students in this survey were positive about knowing how to use strategies that help them access graphics. Discussion Tactile graphics appear to play an additional role in inclusion for some students. Attention to instructional needs should not overlook students with visual impairments who use print graphics. Additional inclusion of quality written descriptions may support understanding of graphical information. Implications for practitioners Conceptual understanding would be supported by helping students recognize where graphics and descriptions are useful. Timeliness of access to graphics in the classroom and attention to quality graphics that reduce complexity and clutter remain important.

Investigation of Learning Behaviors and Achievement of Simple Pendulum for Vocational High School Students with Ubiquitous-Physics App

“…The interpreting ability is an essential requirement for expertise in problem-solving (Larkin & Reif, 1979). Researchers showed that graphs could be utilized to help physics and mathematics learning (Supalo et al, 2016;Zebehazy & Wilton, 2014). The ability to interpret, recognize, and work with graphs involves mathematical skill and processes (Friel et al, 2001).…”

“…Graphs could be utilized to help physics and mathematics learning (Supalo, Humphrey, Mallouk, Wohlers, & Carlsen, 2016;Zebehazy & Wilton, 2014). The ability to interpret, recognize, understand, and work with graphs involves mathematical skills and processes (Friel, Curcio, & Bright, 2001).…”

“…This ability called interpreting graphs knowledge which can be very helpful before, during, and after physics experiment. However, recently, information Purba & Hwang / Ubiquitous-Physics for Simple Pendulum 2878 or content of knowledge is not often expressed using graph representations and pictures in mathematics, engineering and science (Zebehazy & Wilton, 2014).…”

Analysing the physics learning environment of visually impaired students in high schools

“…The learning environment the student experiences is one of the few factors that can be influenced and optimised, and therefore is the most important factor in developing mathematical skills. Research has shown that tactile materials and audible graphs could be used to aid the teaching of mathematics and physics to visually impaired students (Supalo, Humphrey, Mallouk, David Wohlers, & Carlsen, 2016;Zebehazy & Wilton, 2014).…”

“…In engineering, science, technology, and mathematics, information is often expressed in graphical representations (Zebehazy & Wilton, 2014), graphs and pictures. For visually impaired high school students this manner of receiving information is a challenge, since they both experience the world differently than people with full vision, as well as being unable to receive printed information.…”