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- Copyright Information
Authors: Todd Pagano et al.
PubDate: Mon, 07 Dec 2020 09:38:34 PST
- Call For Manuscript
Authors: Todd Pagano et al.
PubDate: Mon, 07 Dec 2020 09:38:24 PST
- Students’ with Blindness and Visual Impairments Level of Engagement in
Science and Engineering Practices
Authors: Tiffany A. Wild et al.
Abstract: There is a lack of research on science-process skills and abilities of students with blindness and visual impairments to apply those skills (Jones, Forrester, Robertson, Gardner, & Taylor, 2012). This study aims to provide additional information on how students with blindness and visual impairment are engaged in science and engineering practices in order for teachers to gain a better understanding of how students with visual impairments can learn engineering practices. The Student Inquiry Review (Hilson & Wild, 2015) that examines the scientific and engineering practices as defined in the Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (National Academy of Sciences, 2012) was used for this study. Specifically, researchers examined the eight defined science and engineering behaviors of students with visual impairments as they were engaged in a science curriculum specifically designed for them.
PubDate: Fri, 06 Nov 2020 12:56:22 PST
- Exploring User Interface Improvements for Software Developers who are
Blind
Authors: Guarionex J. Salivia et al.
Abstract: Software developers who are blind and interact with the computer non-visually face unique challenges with information retrieval. We explore the use of speech and Braille combined with software to provide an improved interface to aid with challenges associated with information retrieval. We motivate our design on common tasks performed by students in a software development course using a Microprocessor without Interlocked Pipeline Stages (MIPS) architecture simulation tool. We test our interface via a single-subject longitudinal study, and we measure and show improvement in both the user’s performance and the user experience.
PubDate: Fri, 24 Jul 2020 05:36:34 PDT
- TactViz: A VMD Plugin for Tactile Visualization of Protein Structures
Authors: Olivia R. Shaw et al.
Abstract: Scientific disciplines spanning biology, biochemistry, and biophysics involve the study of proteins and their functions. Visualization of protein structures represents a barrier to education and research in these disciplines for students who are blind or visually impaired. Here, we present a software plugin for readily producing variable-height tactile graphics of proteins using the free biomolecular visualization software Visual Molecular Dynamics (VMD) and protein structure data that is publicly available through the Protein Data Bank. Our method also supports interactive tactile visualization of proteins with VMD on electronic refreshable tactile display devices. Employing our method in an academic laboratory has enabled an undergraduate student who is blind to carry out research alongside her sighted peers. By making the study of protein structures accessible to students who are blind or visually impaired, we aim to promote diversity and inclusion in STEM education and research.
PubDate: Fri, 24 Jul 2020 05:31:40 PDT
- AstroDance: Engaging Deaf and Hard-of-Hearing Students in Astrophysics via
Multimedia Performances
Authors: Jason Nordhaus et al.
Abstract: The dynamics of gravitating astrophysical systems such as black holes and neutron stars are fascinatingly complex, offer some of nature's most spectacular phenomena, and capture the public's imagination in ways that few subjects can. Here, we describe AstroDance, a multi-media project to engage deaf and hard-of-hearing (DHH) students in astronomy and gravitational physics. AstroDance incorporates multiple means of representation of scientific concepts and was performed primarily for secondary and post-secondary audiences at ~20 venues in the northeastern US prior to the historic first detection of gravitational waves. As part of the AstroDance project, we surveyed ~1000 audience members roughly split evenly between hearing and DHH audience members. While both groups reported statistically equivalent high-rates of enjoyment of the performance, the DHH group reported an increase in how much they learned about science at a statistically significant rate compared to the hearing audience. Our findings suggest that multi-sensory approaches benefit both hearing and DHH audiences and enable accessible participation for broader groups.
PubDate: Fri, 24 Jul 2020 05:21:31 PDT
- Visualization without Vision – How Blind and Visually Impaired Students
and Researchers Engage with Molecular Structures
Authors: Croix J. Laconsay et al.
Abstract: This article examines the tools and techniques currently available that enable blind and visually impaired (BVI) individuals to visualize three-dimensional objects used in learning chemistry concepts. How BVI individuals engage with and visualize molecular structure is discussed and recent tactile (or haptic) and auditory methods for visualization of various chemistry concepts are summarized. Remaining challenges for chemistry education researchers are described with the aim of highlighting the potential value of educational research in further enabling BVI students to pursue careers in science, technology, engineering, and mathematics (STEM) fields.
PubDate: Fri, 24 Jul 2020 05:21:18 PDT
- Supplemental Online Learning Tools (SOLTs) to Support Deaf and Hard of
Hearing Students in Introductory Statistics Courses
Authors: Jacqueline McClive et al.
Abstract: Research in most Science, Technology, Engineering, and Mathematics (STEM) disciplines uses statistical methods. Thus as students develop into research scientists, introductory statistics serves as a gateway course. If students struggle to incorporate statistics into their knowledge base, they may be effectively kept from careers that rely on statistics. DHH students learn differently and thus may lag behind their hearing counterparts in mainstream classrooms. In part, a gap in language knowledge can impede the understanding of statistics topics. What is a variable' What does it mean to have a distribution' With sign language interpreters and other support services, many mainstream instructors believe that DHH students have equal access to learning in their classrooms. Yet variations of instructional skill, interpreter knowledge of the discipline, and the lack of alternative representations of content often result in access that falls short of "equal". This paper describes the work of a team of faculty and student researchers seeking best practices for creating supplemental online learning tools. Starting from a list of prioritized challenging topics in statistics, the team developed a number of strategies and produced a pilot set of instructional videos. Formative feedback led to revised videos, which provided a significant gain in knowledge for DHH students when shown in an experimental setting.
PubDate: Fri, 24 Jul 2020 05:16:20 PDT
- Exploring STEM Kit Diagrams for braille readers in inclusive classrooms
Authors: Sariat A. Adelakun Dr
Abstract: Diagrams appears in many school subjects but more prominent in science and mathematics taught in schools. Accessing these diagrams in an inclusive classroom has been identified to be problematic for blind students partly due to the teaching resources available and personnel type, support and sufficiency. Diagrams are mostly omitted by teachers leaving the blind person out in such classroom to access portion of education received by their peers. In many instances, questions with diagrams are treated as bonus for blind students in some countries which is not fair to them. This study explored the efficacy of STEM Kit diagrams on participation and inclusion of blind students in science lessons in two case schools in Nigeria. Data were collected through classroom observations and teacher and student interviews. The accessible diagrams in the STEM Kit were found to provide relevant solutions to problems militating against adequate accessibility of diagrams to blind students in inclusive classrooms.
PubDate: Mon, 11 May 2020 09:16:42 PDT
- The Accessibility of Mathematical Notation on the Web and Beyond
Authors: Jason White
Abstract: This paper serves two purposes. First, it offers an overview of the role of the Mathematical Markup Language (MathML) in representing mathematical notation on the Web, and its significance for accessibility. To orient the discussion, hypotheses are advanced regarding users’ needs in connection with the accessibility of mathematical notation. Second, current developments in the evolution of MathML are reviewed, noting their consequences for accessibility, and commenting on prospects for future improvement in the concrete experiences of users of assistive technologies. Recommendations are advanced for further research and development activities, emphasizing the cognitive aspects of user interface design.
PubDate: Mon, 20 Apr 2020 13:01:47 PDT
- Using the 5E Instructional Model in an Online Environment with Pre-service
Special Education Teachers
Authors: Delinda van Garderen et al.
Abstract: In this practitioner article, we describe the innovative way the 5E Instructional Model was used in an online, hybrid special education undergraduate course to prepare pre-service teachers to teach academic content to their students with disabilities. We provide a rationale for the use of the model in the course, describe how we implemented the model in the course, teachers’ perceptions about the model as a way to facilitate and model the process of learning for themselves and students, and discuss implications for practice.
PubDate: Wed, 01 Apr 2020 13:22:08 PDT
- Teaching Cybersecurity to Students with Visual Impairments and Blindness
Authors: Jesse R. Hairston et al.
Abstract: This work showcases specific adaptations used to make cybersecurity accessible to high school students with visual impairments and blindness (VIB). The rapidly growing field of cybersecurity demands a diverse workforce; however, barriers exist which can deter students with disabilities from studying cybersecurity, let alone pursuing a career in the field. To help overcome this challenge, we launched the first GenCyber camp specifically developed and instructed for high school students with VIB in summer 2019. We created a unique learning environment by combining interactive instructional aids, accessible development environments, and innovative instructional strategies. With intent to show cybersecurity as a viable career option for a diverse workforce, the program outcomes from this work included a clear understanding of the GenCyber Cybersecurity Concepts, sparking interest in cybersecurity careers, and building the confidence to pursue those careers. This material is based upon work supported by the National Security Agency and National Science Foundation through the GenCyber program under award number 19-AL-UAHx-UV-S1.
PubDate: Thu, 19 Mar 2020 17:36:37 PDT
- See3D: 3D Printing for People Who Are Blind
Authors: Caroline Frances Karbowski
Abstract: AbstractObjects such as snowflakes, castles, and butterflies have become more than just words when explored as a 3D print. The founder’s passion for braille led to the creation of the program See3D, which organizes the printing and distribution of 3D printed models for people who are blind. 3D prints such as DNA, cells, animals, constellations, telescopes, historic landmarks, logos, and maps were created to fulfill requests by people who are blind for tactile learning tools. Recipients shared their feedback on how to improve the models, and the printing and distribution service. See3D seeks to spread awareness about accessibility by presenting at technology fairs and demonstrating to students how to work 3D printers. A culmination of research and interactions with people who are blind, blindness organizations, educators, and scientists on how 3D printing has impacted those who are blind and sighted added to the development of See3D. Currently, See3D is a tax-exempt, non-profit 501(c)(3) organization that has distributed more than 800 models to people in the United States and around the world, and continues to build its network of volunteers and collaborators.Cover Page Footnote/AcknowledgmentsSee3D would like to acknowledge the following organizations: the GE Additive Education Program, Jane Goodall’s Roots & Shoots, Vora Ventures, IC3D, GeckoTek 3D Printer Build Plates, Polar3D, the Clovernook Center for the Blind & Visually Impaired (Cincinnati), the CSUN Assistive Technology Conference, The Ohio State University Entrepreneurial Business Law Clinic, and The Ohio State University Innovation Studio.
PubDate: Mon, 24 Feb 2020 10:56:29 PST
- Use of Scientific Argumentation by Deaf/Hard-of-Hearing Students in
Environmental Science Topics
Authors: Annemarie Ross et al.
Abstract: Deaf/hard-of-hearing (Deaf and hard-of-hearing) postsecondary students may have some misconceptions surrounding scientific concepts that might be partially ascribed to a lack of access to culturally-responsive forms of pedagogy. The Deaf and hard-of-hearing community is diverse in communication modes, including those who use American Sign Language as their primary language, and therefore, some students from this population may display characteristics similar to English Language Learners. Through classroom discourse analyses and interviews, we found a general lack of persuasion characteristics used by most students in an environmental science unit, and that the lack of higher-level scientific argumentation skills seemed to be related to students not having prior exposure to persuasive strategies. With the goal of improving Deaf and hard-of-hearing students’ equitable access to quality science education, strategies should be considered in teaching approaches, and results suggest the need to include scientific argumentation tasks within sociocultural learning contexts. Ultimately, the goal is to work toward educating and engaging Deaf and hard-of-hearing students in science inquiry and improving the environmental scientific literacy of this underrepresented group.
PubDate: Mon, 24 Feb 2020 10:46:32 PST
- Space Camp Experience for Attendees of the 2019 IsLAND Conference in
Huntsville, Alabama
Authors: Rachel Bigham
Abstract: About the space camp experience
PubDate: Mon, 24 Feb 2020 10:16:38 PST
- Overview of the proceedings of the 2019 Inclusion in Science, Learning a
New Direction Conference on Disability (ISLAND)
Authors: Cary Supalo Dr. et al.
Abstract: The 10th annual Inclusion in Science, Learning a New Direction Conference on Disability (ISLAND) was hosted by the University of Alabama in Huntsville (UAH), with support from the UAH College of Education, UAH Office of Academic Affairs, and the Alabama Institute for the Deaf and Blind, as well as the Princeton Center for Complex Materials (PCCM), a National Science Foundation funded Materials Research Science and Engineering Center (MRSEC) and the UAH Center for Cybersecurity Research and Education (CCRE). On October 4-5, 2019, the conference was held at the U.S. Space and Rocket Center facility and at the new Student Services Building on the UAH campus. This year’s presentations included innovative research by science educators in formal and informal educational settings, from pre-K-12 to higher education, as well as from science education researchers, access technology developers, and other persons interested in the promotion of the full inclusion of people with disabilities in Science, Technology, Engineering, and Mathematics (STEM) professions. The 2019 ISLAND conference featured seventeen presentations over the two-day period. The following is intended to give the reader an overview of these presentations. This is not intended to be a comprehensive synopsis of all aspects of the discussions that were presented. Rather, readers are encouraged to review full papers authored by the presenters highlighted herein. All presenters were invited to contribute papers to this special section of JSESD.
PubDate: Mon, 24 Feb 2020 10:16:34 PST
- Hands-on Science Camp for K-12 Students in Taiwan Who Are Blind or
Visually Impaired
Authors: Ying-Ting Chiu
Abstract: The Yuan T. Lee Foundation Science Education for All (YTLF) has implemented a science camp for students with visual impairments in Central Taiwan since 2009. The implementation of the camp serves as an informal science education practice model that informs curriculum design and development, personnel preparation and organization, as well as perceptions toward students with visual impairments. This article gives an overall introduction to the implementation of the camp in addition to the ideas and the outcomes.
PubDate: Mon, 17 Feb 2020 06:56:46 PST
- From the Co-Editors...
Authors: Todd Pagano et al.
PubDate: Mon, 17 Feb 2020 06:51:39 PST
- Call For Manuscripts
Authors: Todd Pagano et al.
PubDate: Fri, 17 Jan 2020 08:26:44 PST
- Copyright and Open Access
Authors: Todd Pagano et al.
PubDate: Fri, 17 Jan 2020 08:16:52 PST
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