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There is a lack of research on science-process skills and abilities of students with blindness and visual impairments to apply those skills (Jones, Forrester, Robertson, Gardner, & Taylor, 2012). This study aims to provide additional information on how students with blindness and visual impairment are engaged in science and engineering practices in order for teachers to gain a better understanding of how students with visual impairments can learn engineering practices. The Student Inquiry Review (Hilson & Wild, 2015) that examines the scientific and engineering practices as defined in the Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (National Academy of Sciences, 2012) was used for this study. Specifically, researchers examined the eight defined science and engineering behaviors of students with visual impairments as they were engaged in a science curriculum specifically designed for them.
Wild, Tiffany A.; Shaheen, Natalie; Fast, Danene K.; Averill, Julia; Koehler, Karen; and Farrand, Kathleen
"Students’ with Blindness and Visual Impairments Level of Engagement in Science and Engineering Practices,"
Journal of Science Education for Students with Disabilities: Vol. 23
1, Article 16.
Available at: https://scholarworks.rit.edu/jsesd/vol23/iss1/16
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