Science Unseen: Inclusive Practices in Introductory Biological Anthropology Laboratory Courses for Blind and Low-Vision Students (original) (raw)
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Creative Education
The inclusion process should guarantee teaching and learning of all students including those with special needs. Currently, didactical materials with focus in attending blind and visually impaired students are still in need, especially those for teaching Biology complex themes (e.g. Arthropods). The purpose of this work is to describe the production and the in loco test of a kit containing an accessible, tactile, didactical and inclusive material about Arthropods targeting this public, which allows to explore the biotechnological potential of these animals. The kit was constructed with affordable materials approached in two-and three-dimensional perspectives. We tested it with seven students with visual deficiency from a Brazilian public school. To verify the efficiency of the material, we applied evaluative questionnaires regarding the theme pre-and post-periods from using the material. The results revealed that the use of this didactical material helps the blind and visually impaired student to understand the complexity of Arthropods anatomy and its morphological characterization to apply for biotechnology purposes.
International journal of humanities and social sciences, 2018
The inclusion processes ranges from local and national educational projects to international policies. Since 1994, when at the World Conference on Special Needs Education held in Spain a document called the Salamanca Statement was prepared providing basic guidelines for the formulation and reform of educational policies and systems in line with the social inclusion movement, a worldwide trend has been consolidating: inclusive education has shown to be a process under construction. In it, professionalism mixes with improvisation and dedication related to overcoming obstacles, countering the discouragement and insecurity of those who are opposed to the whole process [1–3].
Book Chapter: Practical work in science with visually impaired students
The mission of science education, in terms of school establishments, is to prepare individuals who would develop a certain level of scientific understanding and basic scientific process skills. Developing basic scientific process skills requires practice in and out of school. Therefore, practical work is seen as a prominent feature of school science teaching in many countries, and it is acknowledged that good quality of practical work promotes the engagement and interest and curiosity of students as well as developing a range of skills, science knowledge, and conceptual understanding. Learning science requires intensive use of the senses, particularly the eyes in order to be a good observer. However, some of the individuals, have difficulty in using their eyes due to visual impairments. In this chapter, visually impaired students’ needs in carrying out practical works and learning science are discussed. In addition, sample learning materials which were developed to meet those students’ needs are presented. Recommendations are made how to adapt the science curriculum to visually impaired students
Teaching and learning sciences for blind and visually impaired students
Suitable adaptations to the curriculum make it possible for the blind and visually impaired to srudy sciences at all academic levels. This article defends a multi-sensorial approach to teaching science, which uses all the possible senses to capture information from the environment and interrelate the data to produce meaningful learning. There is a clear importance in collaboration between the differenr specialists involved in initial r.r.h., education to ultimately improve how science is taught to blind children who are integrated into ordinary classes (the inclusive classroom). Highlighted is the role of analogies in learning and teaching when they help .hildr..r to ¡elate the new with what they already know through sensory channels other than sight.
European Journal of Special Education Research, 2021
The goals of education for the students with special needs are no different than the educational goals for sighted children. However, the means of attaining these goals are more complex and demand significant modifications, adaptations and extensions of the curriculum and the teaching process. Research shows that students with exceptionalities such as visual impairment are better academically engaged in daily classes and have opportunities for active learning. Consequently, it is important to develop systematic methods for teaching concepts. The instructor of students with visual impairment will logically find the principles that direct the learning process. Concepts for students use difficult methods and oral examples should be carefully taught where appropriate. The design of individual courses differs from the student’s needs and from the various circumstances under which a concept is to be enrolled. In broader concept science as a subject is dedicated to developing scientific at...
Linking Theory to Practice: Science for Students with Visual Impairment
Science Education International, 2019
This study examined the effectiveness of instructional design to teach science concepts to visually impaired students. The study was conducted through case study. The study consisted of three stages. The first stage identified the visually impaired students’ learning needs related to the concepts of the structure of matter. The second stage designed and developed the instructional materials, activities, and instruction. The third stage analyzed the effectiveness of the instructional design. The study’s sample consisted of seven students. Data were collected through multiple choice tests and interviews. Significant differences in the academic performances indicated that instructional design had positive effects in teaching and learning science concepts for visually impaired students. As a result, students with visual impairment need appropriate adaptations and individual instructional design to compete and advance in learning the science concepts.
Science Learning for Students with Visually Impaired: A Literature Review
Journal of Physics: Conference Series, 2019
Science learning should be accessible for all learners including students with visually impaired (VI). Students with VI apparently have the same cognitive abilities range and can master higher-order science concept as well. The purpose of this study is to explain that students with VI can learn science well if there is the right learning support tool by in-depth literature review. This in-depth literature review uses the following steps: selection of the articles, analysis the studies and categorization of the articles. A total of seventeen journal articles from the year of 2009-2018 written in English on the topic of science learning for students with VI that divided based on how do the students with VI learn and teaching and learning science to students with VI. This literature was collected via the ERIC database and the Google Scholar website. Based on this literature reviews, students with VI can learn science well if there is a proper support tool for them to learn. If the teac...
The present paper emphasizes on accessible biology laboratory which will be capable of accommodating visually impaired students along with normal vision student. The present study reveals that conventional biology laboratories without any assistive technologies for visually impaired are not able to provide wholesome learning environment to visually impaired students. In conventional laboratories visually impaired students face problems in performing practical of microscopy, anatomy, physiology, biochemistry, dissection, taxonomy and morphology. By making certain modifications and integrating assistive technologies, conventional laboratory can be made accessible for visually impaired where both visually impaired and normal students can work together.
Barrier-Free Science Education for Visually Impaired Students: An Activity for Life Cycle in Plants
Science Insights Education Frontiers
This research aims to design and apply a lesson plan to satisfy 3rd-grade inclusive education students’ individual learning needs on the subject of plant life cycle, and to develop three instruction materials based on this lesson plan. In the first stage of this three-staged research, visually impaired students’ individual learning needs were determined by conducting workshops with science teachers, elementary school teachers, and special education teachers. Then, the learning outcomes of science education programs were determined. In the second stage, teaching materials suitable for students’ personal characteristics were designed by the teachers after assessing the students’ needs. Visually impaired students also participated in the process of developing the educational material. In the last stage, students were taught according to the lesson plan with the materials prepared according to the 5E learning model. After the lessons, data were collected through semi-structured intervie...