- Monday, 2 September, 2019
9:00 am - 3:00 pm
This workshop will discuss how to make science content more accessible to students who are blind. Spoken mathematics can present a barrier to access if proper techniques are not implemented as part of math instruction. Additional information about how to make low cost tactile graphics both in class, and outside of the classroom will be discussed. Use of three-dimensional model attributes for non-visual access will be covered. Additionally, the importance of hands-on science learning experiences will be presented.
The essential role of the teacher of the vision impaired will be described as the accessibility expert in the triad relationship between the science teacher, the teacher of the visually impaired, and the student with a visual impairment to explore how all aspects of this collaboration must work synergistically to make a successful science learning experience possible.
This event will be of interest to Specialist Teachers (Vision), Science teachers and mainstream teacher who provide science experiences for students who are blind or have low vision.
I am the president and founder of Independence Science: a small assistive technology and accessibility consulting firm based out of the Purdue Research Park in West Lafayette, Indiana. My mission is to alter the societal paradigm of STEM education for students with disabilities by promoting hands-on science learning for all learners. We currently collaborate with partners such as Vernier Software & Technology to develop the next generation of talking and audible science laboratory tools which promote multisensory hands-on learning experiences for students with print disabilities. I seek to work with educators, researchers and organizations all over the world that believe in the core emancipatory philosophy of empowering individuals through an equitable education. My academic research interests include: the impact of text-to-speech scaffoldings on the learning experience of students with print disabilities; the positionality of special needs education in STEM teacher education and global education policies; the impact of 21st century learning policies and practices on students populations with print disabilities; assessment, curriculum development and modification for the science laboratory in the area of special needs learners at the secondary and post-secondary levels. I am active within the print-disabled community at both the local and global level. Currently, I serve as chair of the chemistry subcommittee of the Braille Authority of North America (BANA) and also serve on the chemists with disabilities committee for the American Chemical Society.
with payment by: