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Abstract
Science is a core curricular area of instruction for all students and the federal mandates of the Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) require that students with disabilities are educated in the least restrictive environment and have access to general education science content, based upon rigorous standards. While, most students with visual impairments are educated in the general science classroom, few studies have been done to determine whether appropriate accommodations and modifications are being made in those classrooms to meet the specialized needs of these students. A 35 question survey instrument was disseminated to teachers of the visually impaired through a Visual Impairments Listserve and Facebook group to help determine what pedagogical practices, accommodations, modifications, adaptive equipment and instructional practices are being used to educate students with visual impairments in the United States and Canada. This study helped inform how students with visual impairments are being educated in the science classroom.
Recommended Citation
Koehler, Karen E. and Wild, Tiffany A.
(2019)
"Students with Visual Impairments' Access and Participation in the Science Curriculum: Views of Teachers of Students with Visual Impairments,"
Journal of Science Education for Students with Disabilities: Vol. 22
:
Iss.
1, Article 8.
DOI: 10.14448/jsesd.11.0003
Available at:
https://repository.rit.edu/jsesd/vol22/iss1/8
Included in
Accessibility Commons, Curriculum and Instruction Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons, Special Education and Teaching Commons