Using Commercially Available Techniques To Make Organic Chemistry Representations Tactile and More Accessible to Students with Blindness or Low Vision

Supalo, Cary A.; Kennedy, Sean H.

doi:10.1021/ed4005936

Cited by 31 publications

(36 citation statements)

References 5 publications

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“…These authors used a commercial product known as Wikki Stix (Omnicor, Inc., Phoenix, AZ, USA), a pliable combination of wax and yarn [32]. Draftsman, from the American Printing House for the Blind (APH), is a commercial product that can be used to draw graphs with a stylus over a sheet of plastic paper placed on its rubber surface [11].…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, interesting suggestions in chemistry education for students with disabilities have been reported [8][9][10][11][12]. As Miner et al [8] pointed out, visual impairment occurs in different forms and degrees of severity, which demands flexibility.…”

Section: Introductionmentioning

confidence: 99%

“…Hiemenz and Pfeifer [9] described an adaptation of a triple-beam balance where pre-determined weights are notched, causing a clicking noise as the weight slides over the notched beam, which allows the students to weight objects with an uncertainty of 0.2 g. Supalo et al [10][11][12] show that the instructors can use some simple resources to teach chemistry to the blind and visually impaired students. For instance, the use of a slate, tracing wheel, hot glue, and thermo pen to make tactile drawings [10], or commercially available techniques to represent graphs or organic molecules [11], in addition to a plastic syringe with calibrated volumes notched in the plastic pull tab [12].…”

Section: Introductionmentioning

confidence: 99%

“…For instance, the use of a slate, tracing wheel, hot glue, and thermo pen to make tactile drawings [10], or commercially available techniques to represent graphs or organic molecules [11], in addition to a plastic syringe with calibrated volumes notched in the plastic pull tab [12].…”

Section: Introductionmentioning

confidence: 99%

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Teaching Enzyme Activity to the Visual Impaired and Blind Students

2017

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Biochemistry requires a high abstraction level, and different approaches should be used to enable the proper understanding of different subjects. In particular, students with visual impairment or blindness need special attention, not due to a lack of cognitive skills, but due to the fact that most of the teaching methods are visual. Enzyme properties are usually taught through experimental data that show how the activity changes in different conditions, which end up with the analysis of graphs. Therefore, our group developed experiments and graphical representations that enable visually impaired and blind students to understand enzyme properties. The experiments were done with pineapple bromelain, using reconstituted dry milk and gelatin as substrates. The "visualization" of the results were based on the sensation of the viscosity of the samples. The graphs were made with cold porcelain with all the labels (legends and numbers) written in Braille with a positive slate. From our experience with a blind student, both the experiments and the graphic representations were useful adaptations for teaching enzyme properties.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teaching Enzyme Activity to the Visual Impaired and Blind Students

2017

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“…Furthermore, Cary Supalo emphasizes the construction of tactile diagrams over verbal descriptions. 15,16 The question naturally arises, "When are verbal descriptions or tactile representations more appropriate?" While depending on the student's ability to form mental pictures to an extent, the answer also depends on the quality of the description.…”

Section: ■ Specific Approaches For Course Contentmentioning

confidence: 99%

Adapting Advanced Inorganic Chemistry Lecture and Laboratory Instruction for a Legally Blind Student

et al. 2015

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In this article, the strategies and techniques used to successfully teach advanced inorganic chemistry, in the lecture and laboratory, to a legally blind student are described. At Fairfield University, these separate courses, which have a physical chemistry corequisite or a prerequisite, are taught for junior and senior chemistry and biochemistry majors. A student earns a separate grade in each the lecture (three credits) and the laboratory course (two credits). An overview of the course topics is given, followed by general accommodations and specific approaches that were used. Student assistants were very helpful and provided extra support for the blind student. Student assistants were utilized for the laboratory course, problem sets, and exams. Specific examples and detailed explanations of approaches that were helpful to the legally blind student throughout the entire course are provided. The legally blind student benefited from extensive, verbal description of complexes, figures, and diagrams. In addition, the student benefited from tactile description of figures and models. The student assistants and extra office hours were essential for the blind student to succeed and excel in advanced inorganic chemistry. The approaches discussed in this paper are the product of immediate and continual feedback from the student over the course of the semester. The student would frequently comment after class that he followed the lesson or was confused, and the latter comment elicited experimentation with different approaches.

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Haptic kinetics: A novel 3D‐model of organic reaction processes for inclusive teaching

Lindenstruth

Schween

2020

Chemkon

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Zusammenfassung: Lewis-Strukturformelnsinddas grundlegende Werkzeug zurRepräsentation sowiezum Erklärenvon Reaktionsprozesseninder OrganischenChemie. FürLernendebesitzensie aufgrund ihrerKomplexitätu nd Abstraktheit jedoch zahlreiche Zugangs-undV erständnishürden.D er fehlende Zugang zu Parametern,die denReaktionsverlaufbestimmen, in denF ormeln jedoch nur implizit enthaltensind, kann in Verbindung mitanderen Faktoren zu fehlerhaftenDenk-undArbeitsweisen führen unddie Entwicklungmechanisti-schenProblemlçsevermçgensals Kernkompetenzbehindern. Im Beitragstellen wirein neuartiges 3D-Modellvor,mit demLernendedie Dynamikenvon S N-Reaktionsverläufen modellierenk çnnen.D as Prozessmodellrepräsentiert dies trukturellen Veränderungenals einend ynamischa blaufenden,v on Lernendens teuerbaren undd irektv erfolgbaren" Reaktionsfilm" an eineme inzigen Modell.D urch dier ealisierte spezielleM echaniku nd dieE igenschaftend er Modellbestandteilee rzeugtd as Modell beid er Verwendung eind irektes,h aptisch erfahrbaresF eedback. Diese expliziten Informationen kçnnen vonL ernenden aufd en Reaktionsprozessbezogenu nd zur Bildungu nd zumP r üfenv on Hypothesen überd essens trukturellen unde nergetischen Verlaufv erwendet werden.D adurche rçffnetd as Prozessmodell eine "Kinetik zumAnfassen".Durch dievollständige haptische Erfahrbarkeiteignetsichdas Modell fürinklusive Settingsmit blinden, sehbeeinträchtigten undsehendenLernenden.

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Using Commercially Available Techniques To Make Organic Chemistry Representations Tactile and More Accessible to Students with Blindness or Low Vision

Cited by 31 publications

References 5 publications

Teaching Enzyme Activity to the Visual Impaired and Blind Students

Teaching Enzyme Activity to the Visual Impaired and Blind Students

Adapting Advanced Inorganic Chemistry Lecture and Laboratory Instruction for a Legally Blind Student

Haptic kinetics: A novel 3D‐model of organic reaction processes for inclusive teaching

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