Journal of Science Education for Students with Disabilities最新文献_第2页

Interaction between students with and without disabilities in an inclusive schools from their teachers perspective. 从教师的角度看全纳学校中残疾学生和非残疾学生之间的互动。

Journal of Science Education for Students with Disabilities Pub Date : 2022-12-15 DOI: 10.14448/jsesd.14.0009

B. Alshahrani

引用次数: 0

From the Editors… 来自编辑…

Journal of Science Education for Students with Disabilities Pub Date : 2022-12-15 DOI: 10.14448/jsesd.14.0001

Todd Pagano

引用次数: 0

Alternative Techniques for Blind Low Vision Students Enrolled in Coding Courses 为参加编程课程的失明低视力学生提供的替代技术

Journal of Science Education for Students with Disabilities Pub Date : 2022-12-15 DOI: 10.14448/jsesd.14.0010

Robert S. Jaquiss

引用次数: 0

Adjusting/Modifying Assignments to Support Students with Learning Disabilities while Engaging in NGSS Science and Engineering Practices and Inquiry-Based Learning 调整/修改作业以支持有学习障碍的学生，同时参与NGSS科学与工程实践和探究式学习

Journal of Science Education for Students with Disabilities Pub Date : 2022-12-15 DOI: 10.14448/jsesd.14.0008

Shannon Morago

引用次数: 0

Using Markup Languages for Accessible Scientific, Technical, and Scholarly Document Creation 使用标记语言创建可访问的科学、技术和学术文档

Journal of Science Education for Students with Disabilities Pub Date : 2022-12-15 DOI: 10.14448/jsesd.14.0005

Jason White

{"title":"Using Markup Languages for Accessible Scientific, Technical, and Scholarly Document Creation","authors":"Jason White","doi":"10.14448/jsesd.14.0005","DOIUrl":"https://doi.org/10.14448/jsesd.14.0005","url":null,"abstract":"In using software to write a scientific, technical, or other scholarly document, authors have essentially two options. They can either write it in a ‘what you see is what you get’ (WYSIWYG) editor such as a word processor, or write it in a text editor using a markup language such as HTML, LaTeX, Markdown, or AsciiDoc. This paper gives an overview of the latter approach, focusing on both the non-visual accessibility of the writing process, and that of the documents produced. Currently popular markup languages and established tools associated with them are introduced. Support for mathematical notation is considered. In addition, domain-specific programming languages for constructing various types of diagrams can be well integrated into the document production process. These languages offer interesting potential to facilitate the non-visual creation of graphical content, while raising insufficiently explored research questions. The flexibility with which documents written in current markup languages can be converted to different output formats is emphasized. These formats include HTML, EPUB, and PDF, as well as file formats used by contemporary word processors. Such conversion facilities can serve as means of enhancing the accessibility of a document both for the author (during the editing and proofreading process) and for those among the document’s recipients who use assistive technologies, such as screen readers and screen magnifiers. Current developments associated with markup languages and the accessibility of scientific or technical documents are described. The paper concludes with general commentary, together with a summary of opportunities for further research and software development.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"124 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":"133354749","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: 2

Describing the Experiences of Students with ADHD Learning Science Content with Emerging Technologies 用新兴技术描述ADHD学生学习科学内容的经验

Journal of Science Education for Students with Disabilities Pub Date : 2021-11-12 DOI: 10.14448/jsesd.13.0012

R. Hite, G. Childers, Gail Jones, E. Corin, M. Pereyra

{"title":"Describing the Experiences of Students with ADHD Learning Science Content with Emerging Technologies","authors":"R. Hite, G. Childers, Gail Jones, E. Corin, M. Pereyra","doi":"10.14448/jsesd.13.0012","DOIUrl":"https://doi.org/10.14448/jsesd.13.0012","url":null,"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.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128141500","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: 4

Supporting Students with an Autism Spectrum Disorder in Engineering: K-12 and Beyond 在工程中支持患有自闭症谱系障碍的学生:K-12及以后

Journal of Science Education for Students with Disabilities Pub Date : 2021-10-15 DOI: 10.14448/jsesd.13.0011

J. Kouo, Alexis Hahn, S. Morton, Jay Gregorio

{"title":"Supporting Students with an Autism Spectrum Disorder in Engineering: K-12 and Beyond","authors":"J. Kouo, Alexis Hahn, S. Morton, Jay Gregorio","doi":"10.14448/jsesd.13.0011","DOIUrl":"https://doi.org/10.14448/jsesd.13.0011","url":null,"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.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129261194","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: 1

Making Scientific and Technical Materials Pervasively Accessible 普及科技资料

Journal of Science Education for Students with Disabilities Pub Date : 2021-09-26 DOI: 10.14448/jsesd.13.0006

Jason J. White

{"title":"Making Scientific and Technical Materials Pervasively Accessible","authors":"Jason J. White","doi":"10.14448/jsesd.13.0006","DOIUrl":"https://doi.org/10.14448/jsesd.13.0006","url":null,"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.","PeriodicalId":354343,"journal":{"name":"Journal of Science Education for Students with Disabilities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130921938","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

Letter From the Co-Editors 共同编辑的信

Journal of Science Education for Students with Disabilities Pub Date : 2021-09-26 DOI: 10.14448/jsesd.13.0001

Todd Pagano, Sami Kahn

引用次数: 0

The Perceptions of Teachers of Students with Visual Impairments on Students with Visual Impairments and Graphing: How to Teach 视障学生教师对视障学生与绘图的认知:如何教学

Journal of Science Education for Students with Disabilities Pub Date : 2021-09-26 DOI: 10.14448/jsesd.13.0009

A. N. Nashleanas

引用次数: 0