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Journal of Science Education for Students with Disabilities最新文献

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Universal Design for Learning (UDL) in Inclusive Preschool Science Classrooms 全纳学前科学课堂的通用学习设计(UDL
Journal of Science Education for Students with Disabilities Pub Date : 2023-08-15 DOI: 10.14448/jsesd.15.0005
Marla J. Lohmann, Katrina A. Hovey, Ariane N. Gauvreau
{"title":"Universal Design for Learning (UDL) in Inclusive Preschool Science Classrooms","authors":"Marla J. Lohmann, Katrina A. Hovey, Ariane N. Gauvreau","doi":"10.14448/jsesd.15.0005","DOIUrl":"https://doi.org/10.14448/jsesd.15.0005","url":null,"abstract":"Science instruction is a critical aspect of early learning. Teachers can support young children’s learning about scientific concepts through the use of the Universal Design for Learning (UDL) framework, which is a proactive approach to instructional planning that helps ensure success for all learners. This teaching techniques article offers preschool teachers practical solutions for implementing in the UDL framework for science instruction in their classrooms.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125285957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Out-of-school STEM Program for Students with Visual Impairments: Adaptations and Outcomes During the COVID-19 Pandemic 视力障碍学生校外STEM项目:COVID-19大流行期间的适应和结果
Journal of Science Education for Students with Disabilities Pub Date : 2023-08-15 DOI: 10.14448/jsesd.15.0002
Sunggye Hong, I. Topor, J. Park, Tasnim A. Alshuli
{"title":"Out-of-school STEM Program for Students with Visual Impairments: Adaptations and Outcomes During the COVID-19 Pandemic","authors":"Sunggye Hong, I. Topor, J. Park, Tasnim A. Alshuli","doi":"10.14448/jsesd.15.0002","DOIUrl":"https://doi.org/10.14448/jsesd.15.0002","url":null,"abstract":"Although previous research exists on making adaptations for students with visual impairments in online settings, there is limited research on the teaching and learning dynamics of students with visual impairments during the COVID-19 pandemic. Since responses to the pandemic made it difficult for students with visual impairments to participate in educational opportunities that require hands-on experiences, gaps have been identified in gaining access to educational opportunities. The current project was originally planned with programs based on in-person modes, aimed at increasing motivation and awareness of science, technology, engineering, and math of students with visual impairments. Due to limitations of in-person participation, substantial modifications and adaptations were required for the programs to be meaningful and effective when delivered in online environments. It was found that proficiency in the use of technology options, specific instruction and guidance for access of information, and program planning in advance were the three key elements for successful implementation of the programs. This article documents 1) existing research on the impacts of the pandemic, 2) meaningful adaptations and modifications, 3) essential elements for developing online programs in STEM, and 4) identified strategies in program transition for students with visual impairments. Some skills may not be most efficiently taught through online interactions, however participation of family members, careful modifications of existing activities, and sufficient level of technology support allows many skills to be acquired through online learning. Most importantly, strong collaboration of participating team members makes it possible for students with visual impairments to participate equitably in online environments.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134368534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Overview of the proceedings of the 2022 Inclusion in Science, Learning a New Direction, Conference on Disability (ISLAND) 2022年融入科学，学习新方向，残疾会议(ISLAND)会议记录概述
Journal of Science Education for Students with Disabilities Pub Date : 2023-08-15 DOI: 10.14448/jsesd.15.0003
Cary A Supalo, Jasodhara Bhattacharya, D. Steinberg
{"title":"Overview of the proceedings of the 2022 Inclusion in Science, Learning a New Direction, Conference on Disability (ISLAND)","authors":"Cary A Supalo, Jasodhara Bhattacharya, D. Steinberg","doi":"10.14448/jsesd.15.0003","DOIUrl":"https://doi.org/10.14448/jsesd.15.0003","url":null,"abstract":"The 13th annual Inclusion in Science, Learning a New Direction, Conference on Disability was hosted by the Prince-ton Center for Complex Materials (PCCM), a National Science Foundation funded Materials Research Science and Engineering Center (MRSEC), and Princeton University on September 16-17, 2022 at Bowen Hall. This annual conference included presentations that featured innovative research done by science educators in formal and informal education contexts, ranging from pre-K-12 to higher education, and science education researchers, access technol-ogy developers, and others interested in the full inclusion of persons with disabilities into the Science, Technology, Engineering, and Mathematics (STEM) workforce. The 2022 ISLAND conference featured seventeen different pre-sentations over the two-day period. The following is intended to give the reader an overview of the presentations that were delivered. This is not intended to be a complete summary of all aspects of the presentations that were discussed.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124795407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching Science to Students with Disabilities Using Socio-Scientific Issues 利用社会科学问题向残疾学生传授科学知识
Journal of Science Education for Students with Disabilities Pub Date : 2023-08-15 DOI: 10.14448/jsesd.15.0007
Rachel L. Juergensen, Laura Zangori
{"title":"Teaching Science to Students with Disabilities Using Socio-Scientific Issues","authors":"Rachel L. Juergensen, Laura Zangori","doi":"10.14448/jsesd.15.0007","DOIUrl":"https://doi.org/10.14448/jsesd.15.0007","url":null,"abstract":"Students with disabilities experience inequitable learning opportunities in science classrooms. To create equitable learning environments, science teachers must embed supports within their curriculum units. Teachers rely on their beliefs about the capabilities of their students, their role as science teachers, and the goals of science education to adapt their curriculum units. Curricular changes occur through their pedagogical design capacity (PDC) during lesson planning and enactments, in which their beliefs inform their PDC choices. Yet there is little research regarding science teachers’ beliefs about teaching students with disabilities and how they enact their science curriculum materials in general education science classrooms. This qualitative case study focused on one secondary biology teacher who taught a socio-scientific issues (SSI) based unit in a remedial biology classroom. Teacher beliefs and PDC served as the theoretical and analytical frameworks. Data included classroom observations and stimulated recall interviews. Findings show the teacher’s beliefs about her students’ capabilities, role as their science teacher, and goals for science learning drove her PDC. She scaffolded, adapted, and improvised to support learners, while not changing the rigor of the curriculum unit. This study illustrates a vision of equitable science instruction with implications for bringing this vision to life for students with disabilities in science classrooms.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139350584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Introductory Course in Electrical Circuits and Coding for Deaf and DeafBlind Middle School Students 为聋哑初中生开设的电路和编码入门课程
Journal of Science Education for Students with Disabilities Pub Date : 2023-08-15 DOI: 10.14448/jsesd.15.0008
Becca Leininger, Makayla Quinn, Jeffrey Jalkio, Rahaf Bahajry, Mellissa Ingabire, AnnMarie Thomas
{"title":"An Introductory Course in Electrical Circuits and Coding for Deaf and DeafBlind Middle School Students","authors":"Becca Leininger, Makayla Quinn, Jeffrey Jalkio, Rahaf Bahajry, Mellissa Ingabire, AnnMarie Thomas","doi":"10.14448/jsesd.15.0008","DOIUrl":"https://doi.org/10.14448/jsesd.15.0008","url":null,"abstract":"The Playful Learning Lab collaborated with Metro Deaf School (MDS) to design and deliver an Intro to Electronics and Computer Programming course to Deaf and DeafBlind middle school students. Four sets of 6–8 students went through an approximately 20-day course that met four days a week for 40 minutes per day. The content of the class focused on electrical circuits and computer programming. Lessons covered topics such as conductivity, closed/open circuits, series/parallel circuits, and coding. Students were introduced to the Scratch computer programming language and Makey Makey kits. The development and delivery of the course was a collaborative effort between Metro Deaf School staff and the undergraduate student researchers in the Playful Learning Lab. The class was a project based mix of lectures, projects, and hands-on assignments. In this presentation we will share the lessons learned by designing, and delivering, this course.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139350468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
B/LV Laboratory Accessibility Technology Adapted for Neurodiverse Chemistry Students B/LV 实验室无障碍技术适用于神经多样性化学学生
Journal of Science Education for Students with Disabilities Pub Date : 2023-08-15 DOI: 10.14448/jsesd.15.0004
Christin Monroe
{"title":"B/LV Laboratory Accessibility Technology Adapted for Neurodiverse Chemistry Students","authors":"Christin Monroe","doi":"10.14448/jsesd.15.0004","DOIUrl":"https://doi.org/10.14448/jsesd.15.0004","url":null,"abstract":"Text-to-speech technology is a common accommodation available for students with disabilities. Despite the ubiquitous nature of text-to-speech, this technology has not been explored in laboratory settings for neurodiverse college students. This study explores the adaptability of laboratory accessible text-to-speech technology (originally developed for blind/low vision (B/LV) students) for neurodiverse students. Students were asked to provide general feedback about the usability and effectiveness of the technology using Likert surveys. The students also answered open-ended questions about how the technology could be adapted to be more neurodiverse friendly. Overall, more than 50% of the students found the technology useful but had specific feedback about adaptations that could make it even more universal.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139350601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
One-Week Inquiry about Gravity Force with a Student Who is Blind 一个盲人学生关于重力的一周探究
Journal of Science Education for Students with Disabilities Pub Date : 2022-12-15 DOI: 10.14448/jsesd.14.0007
M. Şahin Bülbül
{"title":"One-Week Inquiry about Gravity Force with a Student Who is Blind","authors":"M. Şahin Bülbül","doi":"10.14448/jsesd.14.0007","DOIUrl":"https://doi.org/10.14448/jsesd.14.0007","url":null,"abstract":"This study was conducted with a student who is visually impaired and questioned the force of gravity. The different stages encountered in the process were specified as steps in the study and it was shared what kind of inquiry form was needed at each step. There are different activities such as waiting for a week and thought experiment in the inquiry activity. The basis of the activity is that three balls of different mass left on a sponge leave different traces on the sponge.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114547284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
STEM and High School Students with Disabilities: A Qualitative Review of the Research Literature STEM与高中残疾学生:研究文献的质性回顾
Journal of Science Education for Students with Disabilities Pub Date : 2022-12-15 DOI: 10.14448/jsesd.14.0006
Scott H. Yamamoto, Charlotte Y. Alverson, Laura McCoid-Goudy, Hannah Castle, Jacquelyn Burr
{"title":"STEM and High School Students with Disabilities: A Qualitative Review of the Research Literature","authors":"Scott H. Yamamoto, Charlotte Y. Alverson, Laura McCoid-Goudy, Hannah Castle, Jacquelyn Burr","doi":"10.14448/jsesd.14.0006","DOIUrl":"https://doi.org/10.14448/jsesd.14.0006","url":null,"abstract":"We conducted a qualitative review of the research literature on STEM (science, technology, engineering, mathematics) related to high school students with disabilities (SWD). We selected and analyzed 53 articles to answer two questions: (1) How are high-school SWD prepared for careers in STEM? (2) How are educators prepared to support high-school SWD for opportunities in STEM? In answering the first question, four qualitative themes emerged: (a) barriers to STEM, (b) increasing STEM opportunities, (c) STEM readiness in college and career, and (d) STEM identity. In answering the second question, three qualitative themes emerged: (a) individualizing learning and supports for SWD, (b) using technology and collaboration among educators, and (c) professional development for educators. Limitations of this review related to search terms and inclusion criteria. Implications of this review related to the need for more research on STEM enrichment programs, STEM identity, and long-term outcomes.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124334960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Implementing Tactile Learning to Aid Students Understanding of the Bohr Model 运用触觉学习帮助学生理解玻尔模型
Journal of Science Education for Students with Disabilities Pub Date : 2022-12-15 DOI: 10.14448/jsesd.14.0003
Christin Monroe, Andrew Stein, Cindy Tolman
{"title":"Implementing Tactile Learning to Aid Students Understanding of the Bohr Model","authors":"Christin Monroe, Andrew Stein, Cindy Tolman","doi":"10.14448/jsesd.14.0003","DOIUrl":"https://doi.org/10.14448/jsesd.14.0003","url":null,"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.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131799027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Perceptions of Earth Science using assistive and supportive technologies by students who are blind or visually impaired 盲人或视障学生对使用辅助和支持技术的地球科学的认识
Journal of Science Education for Students with Disabilities Pub Date : 2022-12-15 DOI: 10.14448/jsesd.14.0004
R. Miles, A. Zambone, A. Manda
{"title":"Perceptions of Earth Science using assistive and supportive technologies by students who are blind or visually impaired","authors":"R. Miles, A. Zambone, A. Manda","doi":"10.14448/jsesd.14.0004","DOIUrl":"https://doi.org/10.14448/jsesd.14.0004","url":null,"abstract":"Students with blindness or visual impairments (BVI) need to participate in scientific laboratory experiences at the K12 level to be successful in college-level science courses. These K12 level students need instruction to actively conduct science experiments and not only allow sighted students to conduct them. While it may be a challenge, with appropriate assistive and supportive technologies, students with BVI can be successful in conducting scientific investigations to address Next Generation Science Standards. The Discoveries in Earth Science (DES) program provides engaging accommodations adaptive to the needs of elementary, middle, and high school grade students with BVI to successfully prepare for careers in STEM.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130674739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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