Chemistry and students with blindness: The hurdles are not what you think.

摘要

Statistics have shown that individuals with disabilities are underrepresented in the science, technology, engineering, and mathematics (STEM) fields. This work focused on exploring how three students with blindness enrolled in a full-inclusion high-school chemistry class experienced and conceptualized content in order to inform educators, curriculum designers, textbook manufacturers, researchers, and individuals with vision impairments about roadblocks that can inhibit student learning. A critical theory lens was used to explore how the student participants discussed experiences, models, and visualizations (Talanquer, 2010) during six semi-structured interviews. The findings of the study suggest that students with blindness focus on direct experiences when formulating macroscopic descriptions of matter; they form alternative models of the atom and develop incomplete understandings of symbolic representations. Students with blindness also had inhibited learning experiences based on what tactile materials, tools, and vocabulary are available to them. Finally, access to scientific information requires proper organization otherwise meaning cannot be made from the common tables, graphs, or representations.