Accomodating Visually Impaired Students in Secondary Science

Autor/inn/en	Watson, Sandy; Bell, Jeremy
Titel	Accomodating Visually Impaired Students in Secondary Science
Quelle	In: Science Teacher, 90 (2022) 2, S.40-49 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Visual Impairments; Students with Disabilities; Student Needs; Accessibility (for Disabled); Secondary School Science; Science Instruction; High School Students; Blindness; Federal Legislation; Educational Legislation; Equal Education; Academic Accommodations (Disabilities); Teacher Responsibility; Teacher Competencies; Science Laboratories; Assistive Technology; Tactile Adaptation; Alternative Assessment + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Accessibility; Zugänglichkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Oberschule; Blindheit; Bundesrecht; Bildungsrecht; Schulgesetz; Lehrverpflichtung; Lehrkunst; Tactile stimuli; Taktiles Lernen
Abstract	The "Next Generation Science Standards" (NGSS) stress the need for all students to receive excellent science instruction--including those with disabilities--based upon disciplinary core ideas, crosscutting concepts, and science and engineering practices (NGSS Lead States 2013). Further, the NGSS emphasize reducing disparities in student achievement across all groups (Miller and Januszyk 2014). Also central to the NGSS is the notion that science should be taught via inquiry-based methods, a strategy proven effective for all students, but particularly effective for those with visual impairments (Koehler 2017). In addition, for students with vision impairments, accommodations and modified equipment are necessary for their full participation in inquiry-based instruction (Wild and Koehler 2017). Most science teachers have no training in teaching visually impaired students and are unaware of available modified lab equipment or specialized accommodations for such students. Further, the literature is bereft of studies surrounding modifications for visually impaired students in high school science courses (Koehler and Wild 2019), thus a search for helpful textual information may prove fruitless. However, many studies exist surrounding accommodations for the visually impaired in other subject areas, and many of these ideas can be adapted for the high school science student. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01