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  Subjects -> DISABILITY (Total: 103 journals)
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Journal of Science Education for Students with Disabilities
Journal Prestige (SJR): 0.129
Number of Followers: 6  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1940-9923
Published by Rochester Institute of Technology Homepage  [3 journals]
  • Call For Manuscripts!

    • PubDate: Mon, 08 Aug 2022 05:47:08 PDT
  • Implementing Tactile Learning to Aid Students Understanding of the Bohr

    • Authors: Christin B. Monroe et al.
      Abstract: It is essential for introductory level chemistry students to understand atomic models and how atoms interact to form chemical bonds. The tactile model in this article utilizes marbles to represent subatomic particles, a cup to represent the nucleus and wooden rings to simulate the electron orbitals. These inexpensive items can be combined to construct models in which students can build foundational knowledge of atomic structure and how subatomic particles interact. Students were asked to provide feedback comparing the use of this tactile model to atomic computer simulations, videos and their textbook regarding the method they felt was most useful to learn atomic structure.
      PubDate: Mon, 08 Aug 2022 05:26:32 PDT
  • Overview of the proceedings of the 2021 Inclusion in Science, Learning a
           New Direction, Conference on Disability (ISLAND)

    • Authors: Cary Supalo et al.
      PubDate: Mon, 18 Jul 2022 14:11:36 PDT
  • From the Editors...

    • Authors: Todd Pagano
      PubDate: Fri, 15 Apr 2022 08:21:13 PDT
  • Increasing Awareness of Inclusive STEM Education through a College-Level
           Student Research Group

    • Authors: Sami Kahn et al.
      Abstract: The underrepresentation of persons with disabilities in STEM reflects not only a moral failing in society’s commitment to equity but also a practical dilemma as science benefits from the contributions of people with diverse perspectives. While teacher education programs attempt to address equity at the K-12 level, societal biases and misconceptions about who is “able” in science present persistent barriers for people with disabilities throughout the STEM pipeline, in higher education, employment, and beyond. How can we ensure that students with disabilities will encounter professors, employers, coworkers, and peers who are supportive of their efforts in STEM' To address this question, this article describes the experience of a college administrator and four students who collaboratively conducted a literature review on inclusive STEM education during the summer of 2020. While the goal of this project was to provide meaningful summer learning opportunities and employment for students during COVID-19 while simultaneously providing research support for the administrator, project outcomes suggest that the college students, none of whom were education majors, gained understanding and appreciation of the issues surrounding inclusive STEM education while also developing expertise in the literature review process. We suggest that this project represents a successful teaching technique that can be used in higher education, including teacher education programs, to contribute to the development of future leaders, educators, and citizens who are aware of, engaged with, and supportive of quality inclusive STEM education and opportunities for all.
      PubDate: Thu, 23 Dec 2021 08:26:46 PST
  • Engaging Students with Disabilities in Universally Designed Science

    • Authors: Latifa Sebti et al.
      Abstract: Increased student diversity in classrooms and the need for equitable STEM opportunities for all, creates an impetus for educators to establish inclusive and equitable environments and use teaching practices that facilitate meaningful learning for all students in science education. This article offers a three-part framework for combining inclusive philosophy, the science and engineering practices, and Universal Design for Learning. The article is intended to help teachers and teacher educators universally design science education to level the science learning field through access and equity for all students, including students with disabilities. We advocate for the use of four practices: creating an inclusive community of science learners, planning for big ideas over time, engaging students in sense-making through model-based inquiry, and engaging students in cooperative learning and science talk. Science teachers can use these practices to universally design science education and enhance science learning and STEM interest for underrepresented students. In the article, we provide visuals and tools for teachers to support implementation of the universally designed science practices.
      PubDate: Mon, 22 Nov 2021 09:16:13 PST
  • Describing the Experiences of Students with ADHD Learning Science Content
           with Emerging Technologies

    • Authors: Rebecca Hite et al.
      Abstract: Emerging technologies, such as virtual reality, haptics, and 3-dimensionality, provide novel opportunities to allow students to investigate scientific phenomena by fostering perceptions of virtual presence, the feeling of being sensorially immersed and authentically interacting within a computer-generated virtual learning environment (VLE). Neurotypical learners are largely represented in VLE research on science learning, with fewer with neurodivergent learners, such as students with ADHD. This descriptive case study sought to address the dearth in the literature on neurodivergent students’ experiences, with emerging technologies, for learning science. Specifically, the case describes the extent to which neurodivergent learners experience the affordances of VLEs for science learning, as compared to their neurotypical peers, in: zooming, spatially orienting and rotating objects, viewing multiple representations and abstract processes in real-time, as well engaging in risk through multiple trials. Five middle grades students (diagnosed with ADHD) were assessed and observed using a tool (zSpace) that combines emerging technologies to learn cardiac anatomy and physiology. Students’ utterances of virtual presence and technological affordances were coded, and frequency counts and percentages were calculated, both individually and collectively. The results found that students most described sensory (41%), control (30%), and realism (26%) constructs with fewer reports of holding their attention (3%). Analyses of cardiac assessments found gains in scores for spatial rotation and viewing abstract processes, no change in score in viewing multiple representations, and a decrease in scores for spatial orientation. This case study provides unique insight into the needs of neurodivergent learners when using emerging technologies for science learning.
      PubDate: Tue, 26 Oct 2021 13:11:09 PDT
  • Supporting Students with an Autism Spectrum Disorder in Engineering: K-12
           and Beyond

    • Authors: Jennifer L. Kouo et al.
      Abstract: Individuals with disabilities, including individuals with an autism spectrum disorder (ASD), are underrepresented in science, technology, engineering, and mathematics (STEM) fields. With the importance of STEM skills in future employment and other disciplines, effective instructional strategies must be identified to enhance early and sustained access to STEM for students with ASD. However, the literature identifying effective STEM-specific supports and practices for this population of students is sparse and regarding engineering, there are no empirical studies that focus on teaching engineering skills to students with ASD. Therefore, the article aims to provide an overview of the available literature on the perspectives of engineering educators and suggested strategies aimed at supporting students with ASD in K-12 instruction and higher education. Additionally, recommendations regarding employment preparation and shifting the workplace environment to support individuals with ASD are presented. The available literature reveals limitations and implications for future research including the presentation of the voices of individuals with ASD across the spectrum. Furthermore, there continues to be work that must be done to prepare educators, employers, peers, and colleagues to better understand the disability and support individuals with ASD in all contexts.
      PubDate: Thu, 21 Oct 2021 09:11:22 PDT
  • An Artificial Intelligence Tool for Accessible Science Education

    • Authors: Jacob D. Watters et al.
      Abstract: One of the most important issues in accessible science education is creating a laboratory workspace accessible to blind students or students with visual impairments (VI). Although these students are often provided access to the science lectures, they are usually denied full participation in hands-on laboratory work. Current solutions to this problem focus on providing special accommodations such as asking sighted lab partners to complete the hands-on work. Although the accessibility of laboratory devices in modern science education has been improved in recent years, students with VI often remain passive learners. In this work, we developed a new artificial intelligence tool, the MSU Denver Virtual Lab Assistant (VLA), using Amazon Web Services (AWS), Amazon Alexa Skills Kit (ASK), Alexa smart speaker, and a microcontroller (Raspberry Pi). The VLA can be used as a virtual assistant in the lab in combination with other access technologies and devices. The VLA allows students with VI to perform the hands-on laboratory work by themselves simply using voice control. The VLA can be accessed through any smartphone or Amazon Echo device to assist general science lab procedures. The VLA is designed to be applicable to different science laboratory work. It is also compatible with other common accessible electronic devices such as the Talking LabQuest (TLQ). We believe that the VLA can promote the inclusion of learners with VI and be beneficial to general accessible science education work.
      PubDate: Fri, 17 Sep 2021 13:46:40 PDT
  • Making Scientific and Technical Materials Pervasively Accessible

    • Authors: Jason J.G. White
      Abstract: In this paper, the question is explored of what policies, standards and practices are desirable to ensure that hardware, software and publications in the sciences and associated disciplines are created from the outset to be accessible to people with disabilities. Insight into this question can be obtained by considering the unique accessibility challenges that these materials pose, including complexities of notation, language, and graphical representation.Having analyzed what sets this problem apart from broader issues of accessibility, the advantages and limitations of current international standards are reviewed, and contemporary developments in standards and policies are considered from a strategic perspective. These developments include the establishment of accessibility requirements for e-books and e-readers under the European Accessibility Act, the potential role of process-oriented accessibility standards such as ISO/IEC 30071-1:2019, and opportunities for enhancing the standards applicable to scientific materials via future revisions of the World Wide Web Consortium’s Web Content Accessibility Guidelines (WCAG). The accessibility of scientific and technical content is ultimately supported by several interrelated human rights recognized in international disability rights law, which constitute a foundation for further evaluation and development of policies. It is argued that attaining pervasive accessibility in scientific and technical fields requires an unprecedented level of commitment and collaboration among educators, scientists, content and software producers, regulators, and people with disabilities.
      PubDate: Fri, 17 Sep 2021 13:36:14 PDT
  • The Perceptions of Teachers of Students with Visual Impairments on
           Students with Visual Impairments and Graphing: How to Teach

    • Authors: Ashley N. Nashleanas Ph.D.
      Abstract: Many gaps exist in what is known around teaching students with visual impairments (SVI) about how to use graphs (Rosenblum et al., 2018; Rosenblum & Herzberg, 2015; Zebehazy & Wilton, 2014a;2014b;2014c). When teachers first experience a student with a visual impairment, some of the questions that come to mind are: How can I be sure this student understands what I am saying about these graphs I show on the board' Will this student be able to keep up' The study herein, based on findings from Author (2018), serves as a guide for teachers to consider in the case that SVI enroll in their STEM courses. The author reports findings that answer questions that focus on how to teach SVI so they can be successful in mathematics and science courses, as well as the kinds of individuals who, given their unique training and experience with SVI, can be helpful resources.
      PubDate: Thu, 16 Sep 2021 08:31:46 PDT
  • The PLAYground: An Online Summer Camp for Deaf and Hard of Hearing

    • Authors: Emma Monson et al.
      Abstract: The PLAYground summer camp was developed by the Playful Learning Lab (PLL) at the University of St. Thomas, an undergraduate research group with a focus on learning through play. Through a partnership with a local school serving deaf and hard of hearing students, the PLAYground was designed to provide content to the deaf and hard of hearing community. Over the course of 8 weeks, 84 students were provided with materials that correspond with activities on the website. Each activity is accompanied with a lesson plan and video, both of which are available in English, American Sign Language, Spanish, and Arabic. Students participating in the PLAYground also had the option to meet with camp counselors via Zoom weekly to build community and create together.
      PubDate: Thu, 16 Sep 2021 08:31:34 PDT
  • Build Your Own Body Mod: Empowerment through Prototyping and Design

    • Authors: Anaiss Arreola et al.
      Abstract: When you don’t have a hand, what could you have instead' This article introduces the impact of inviting youth with disabilities to learn tools and technology to design their own solutions and advocate for their own future. This approach to programming is rooted in a mindset of designing WITH, not FOR. Not only are design outcomes improved when users are incorporated into the process, but this approach has been shown to improve confidence in creating one’s own solutions. These programs include hands-on “design-your-own-body-mod” workshops, as well as a budding inclusive design consultancy led by youth with disabilities. Through this programming, youth not only develop technical and cutting edge skills, confidence, and meaningful solutions, but they also develop a clearer understanding of design and engineering career paths and establish their own network of Science, Technology, Engineering, Arts, and Mathematics (STEAM) professionals.
      PubDate: Thu, 16 Sep 2021 08:31:23 PDT
  • Overview of the proceedings of the 2020 Inclusion in Science, Learning a
           New Direction, Conference on Disability (ISLAND)

    • Authors: Cary Supalo et al.
      PubDate: Fri, 23 Apr 2021 14:56:55 PDT
  • Making Environmental Education Accessible for All Students: Inclusion of
           students with emotional and behavioral disabilities

    • Authors: Juliann Dupuis et al.
      Abstract: One of the most difficult tasks of an educator is engaging students in rigorous learning opportunities. A greater challenge is finding ways in which environmental education can be accessible to all students, especially those with emotional and behavioral disabilities. This article and lesson provides best practices for engaging students with high incidence disabilities in environmental concepts through varied representations and expressions of content. In addition, teaching collaborative protocols to fully engage students with social skills challenges within the local environment are discussed. The instructional approaches are aligned to increasing academic discourse, building positive peer-peer relationships, and observation using multiple modalities.
      PubDate: Fri, 23 Apr 2021 14:56:43 PDT
  • Elevating the Voices for All Learners through Shared Stories of Science

    • Authors: Lauren Madden et al.
      Abstract: This study examines the science learning experiences across the lifespan of two groups of college students: adults with intellectual and/or developmental disabilities in a post-secondary inclusive program, and adults in a preservice secondary education teacher candidate program. Data, in the form of personal narrative science stories were collected using a paired-interview approach in which students from each group interviewed one another about their science learning across their lifespans, and recorded responses using an online form. Across the stories, several clear themes emerged. Similarities and differences were found across and within the groups and are shared in a narrative format. Trends that emerged both across and within groups are shared, and recommendations are made for current and future teachers for best practices in teaching science to all students, including those with a variety of disabilities.
      PubDate: Fri, 23 Apr 2021 14:56:30 PDT
  • Publishing Successful Practitioner (Teaching Techniques) Manuscripts for
           the Journal of Science Education for Students with Disabilities

    • Authors: Jonte C. Taylor
      Abstract: The Journal of Science Education for Students with Disabilities (JSESD)d is the premier journal focusing on the intersections of science education for students with disabilities. JSESD provides valuable content and context for teachers and researchers on what works in advancing science access, practices, and knowledge for all students across settings, grades, ages, and exceptionality. One way in which JSESD supports teachers and researchers is through publication of practitioner manuscripts also referred to as Teaching Techniques. These manuscripts focus on the how-to portion of science education. That is, JSESD practitioner publications give detailed information on how-to provide science instruction or how-to implement instructional strategies or supports, hence Teaching Techniques. The purpose of this paper is the provide guidance to authors on what to include (or not include) in Teaching Techniques practitioner manuscript submissions to JSESD for successful publication.
      PubDate: Fri, 23 Apr 2021 14:56:21 PDT
  • Letter From the Co-Editors

    • Authors: Todd Pagano et al.
      PubDate: Thu, 08 Apr 2021 09:52:42 PDT
  • Copyright Information

    • Authors: Todd Pagano et al.
      PubDate: Mon, 07 Dec 2020 09:38:34 PST
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