Using Adaptive Tools and Techniques To Teach a Class of Students Who Are Blind or Low-Vision

Abstract

In the ClassroomApproximately 3.8% of Americans are blind or low-vision (BLV). Of these 10 million people, only 1.3 million are working age and employed (1). Little data exist, to date, on the number of BLV people who are employed in the science, technology, engineering, and mathematics (STEM)-related professions, although only 2.7% of the STEM workforce reports a disability of any kind (2). Furthermore, data suggest that fewer than 300 people with any reported disability receive a Ph.D. in a STEM field annually (1, 3). The difficulty of providing a direct and independent laboratory experience to high school and college students with BLV is a major factor in this underrepresentation. As adapted and accessible technology becomes more widely available to students who are BLV, their retention in science courses and ultimately employment expectations in STEM-related fields may rise. Improved laboratory accessibility should significantly increase the self-efficacy of students as they perform laboratory tasks (4). Several new developments, both in accessibility tools and teaching techniques, are now available to facilitate this goal. Many of these advances were brought together for the first time by the National Federation of the Blind at the Jernigan Institute's 2007 Youth Slam (5).

Teaching Enzyme Activity to the Visual Impaired and Blind Students

“…The computer based technologies to assist blind and visual impaired students [13][14][15][16][17][18][19] are very useful. However, the use of these tools requires not only the computer itself, but also the expertise many visually impaired and blind students do not have [17].…”

“…Successful applications of the Sci-Voice Talking LabQuest software to engage visual impaired and blind students in hands-on science learning activities have also been reported [17,18]. It has been suggested by Supalo et al [19] that the use of Job Access with Speech (JAWS), combined with data collection software to enable blind and visually impaired students to read data aloud. Nevertheless, Johnson and Ruppert [20] reported a few problems related to JAWS that compromised its use by persons with disabilities.…”

Students with Blindness Explore Chemistry at "Camp Can Do"

“…It is the authors' belief that the skills learned by young students in the laboratory during such practice can be transferred to their everyday lives. (Supalo et al, 2009 …”

“…As a result of these difficulties, for his Ph.D. research Supalo developed an interest in finding ways to allow persons with BLV to perform laboratory research in a more independent, hands-on manner. With the support of funding from the National Science Foundation's Research in Disabilities Education program, he conceived, co-founded, and managed the Independent Laboratory Access for the Blind (ILAB) project at The Pennsylvania State University, which researched, developed, and evaluated multisensory tools, technologies, and methodologies for putting science literally within the grasp of high-school students with BLV (Supalo, 2007;Supalo, 2010;Supalo et al, 2006;Supalo et al, 2009;Supalo et al, 2007). These adaptations were fieldtested in numerous mainstream high schools as well as residential schools for the blind.…”

From the Co-Editors

“…This interface, although far more cost effective, was difficult to replicate due to customization needed in pin configurations on connector cables between laboratory equipment and the Braille 'N Speak device. Later, Supalo et al obtained a National Science Foundation Research in Disabilities Education (RDE) grant to found the Independent Laboratory Access for the Blind (ILAB) project (Supalo, 2010;Supalo, 2007;Supalo, Mallouk, Amorosi, Lanouette, Wohlers, & McEnnis, 2009;Supalo, Mallouk, Amorosi, Rankel, Wohlers, Roth, & Greenberg, 2007).This initiative sought to develop a suite of talking and audible laboratory tools to be first used in high school chemistry and later other science courses. The ILAB team partnered with Vernier Software & Technology to incorporate text-to-speech accessibility support for one of the largest laboratory sensor computer interfaces to be used in secondary science laboratory classrooms across the United States.…”