Multi-Sensory Science Teaching Methods for Students with Visual Impairments Cary Supalo Illinois State University Illinois AER Annual Conference February 13 & 14, 2014 Schaumburg, IL

What is Multi-Sensory Science Learning? This refers to multi-modal presentation of science concepts This can be visual with audio Audio with video Tactile with visual Audio/visual/tactile, etc.

Who Are Students With Print Disabilities? Students who have difficulties identifying, interpreting, and conceptualizing information from printed words. Students with blindness or low vision. Students with learning disabilities. Students with documented reading disabilities.

Why is it Important for the print disabled to be involved in Science? Persons with disabilities have been problem solving to overcome physical limitations. Why not apply this lifelong skill set of problem solving to scientific questions? Through good organization skills and planning, the print disabled can be fully integrated into the science laboratory classroom. (Supalo, 2010; Woods, 1996)

What is the Director Assistant Approach for Students with Blindness or Low Vision? Sighted counterpart, usually not a student in the science class. Can be volunteer or paid position. Familiar with all laboratory safety procedures. Only performs instructions given by blind student as to what tasks to carry out. Blind student must ask for observational feedback The assistant only intervenes when a safety protocol is compromised. Limitations of this approach is that it expects the blind student to be an expert and to have the knowledge-base needed to oversee a subordinate, which is not always the case. (Miner, 2001)

Limitations of this Technique Because of its inherent limitations, the director assisted approach can be misused by blind students. And the instructor doesn’t always catch this misuse. The instructor sees that the lab work is getting done, without noticing how it was completed. Simply being in the lab does not ensure learning has occurred. (Supalo, 2013)

SAVI/SELPH - Science Activities for the Visually Impaired/Science Enrichment for Learners with Physical Handicaps The SAVI/SELPH program was developed for students with disabilities in grades 3-8. Applicable in secondary education classrooms. The program was developed at the Lawrence Hall of Science in Berkeley, California Remains an interdisciplinary, multisensory science enrichment program that has been used effectively for students with disabilities. (DeLucchi & Malone, 1982; www.lawrencehallofscience.org)

SAVI/SELPH Measurement Tools & Equipment Syringe, 50 mL With stop Tactile Thermometer Volume Tube Sorting Tray (DeLucchi & Malone, 1982; www.lawrencehallofscience.org)

SAVI/SELPH Measurement Tools & Equipment (continued) 50 mL Graduated Cylinder Balance Funnel Stand 100 mL Beaker (DeLucchi & Malone, 1982; www.lawrencehallofscience.org)

Notched Syringe Commonly Used in High School Laboratory Classes

Commercially Available Tactile Models Plant Cell Flower

Vernier Software & Technology Vernier is committed to the preparation of the next generation of scientists & engineers by providing: Sensors Data Loggers Experiments Graphing/Analysis Software (www.vernier.com)

Vernier Probes Heart Rate Monitor Accelerometer Motion Detector EKG Sensor Conductivity Probe Heart Rate Monitor Accelerometer Motion Detector Colorimeter

G.W. Micro’s Window Eyes Text to Speech Screen Reader Converts written text to speech via computer Navigates data tables Starts and stops experiments Reads labels of Cartesian graphs Accesses statistical info Customizable using special Window Eyes Ap files Window Eyes with Vernier Probes All Vernier Software & Technology probes, both analog and digital, are now Window Eyes-compatible All analog probes for chemistry, physics, earth science, and biology allow students with BLV to obtain real-time data readings All balances distributed by Vernier are Window Eyes- compatible and provide real-time measurements More Window Eyes-compatible digital probes are being developed (www.gwmicro.com)

Window Eyes/Logger Pro Interface with Vernier Stainless Steel Temperature Probe

Window Eyes/Logger Pro Interface With Analytical Scale

Window Eyes/Logger Pro Interface with Vernier Gas Chromatograph Gas chromatograph used for a chemical analysis of a polyethylene sample

Window Eyes/Logger Pro Interface with Vernier Drop Counter Probe

Independence Science Products assist in compliance with ADA regulations and increase student confidence and comfort with science procedures, field studies, and lab experiments. Accessibility products compatible with full line of Vernier data collection technology. Provides solutions through access technology and consultation, facilitating barrier-free learning environments for all students. (www.independencescience.com)

Sci-Voice Talking LabQuest 1.The TLQ provides spoken real-time probe readings 2. Access to file menu options 3. Data table navigation 4. Start and stop of data collection Not all functions of the TLQ are accessible via text-to-speech. However, this effort is a 2-year R&D project sponsored by the NSF. Future enhancements will be available free of charge to all customers of the TLQ through the end of 2013.

Sci-Voice Talking Labquest/LoggerPro Interface

Sci-Voice Talking Labquest Periodic Table

Multi-Sensory Lab Gear Kit by MDW Education Services To measure solids and liquids. Talking thermometer. Spring scales with tactile marks and braille. Syringes with tactile marks. Marked beakers, plastic bottles, and glass jars. (www.sciencefortheblind.com)

Multi-/Sensory Science Learning Experiences Are Good for All Students Many of the blind/low vision adaptations to lab curricula enhance learning for all students. Text-to-speech output of spoken data points from a computer equipped with a text-to-speech screen reader can focus more attention on key data points being collected. The audio trace graph feature in the Logger Pro software application provides a qualitative representation of the slope of a line on a Cartesian graph. The extra verbal descriptions of what is happening during labs and lecture demonstrations point out additional key aspects to all students, not just the blind.

Summary of High Tech & Low Tech Solutions SAVI/SELPH Vernier Software & Technology hardware and software. Window Eyes/Logger Pro application. Sci-Voice Talking Labquest. Multi-Sensory Lab Gear Kit.

Acknowledgments Missouri Western State University Illinois State University National Science Foundation Award Number 1127412 GW Micro ViewPlus Technologies Independence Science Vernier Software & Technology Xump.com Science Supplies, Toys, & Gifts Yixin Scientific Equipment Co., Ltd.

Online Resources National Center for Blind Youth in Science www.blindscience.org STEM Accessibility www.access2science.com MDW Educational Services www.sciencefortheblind.com Entrypoint Internship Program http://ehrweb01.aaas.org/entrypoint/ Institute for Accessible Science http://iashub.org/ ACS Chemists with Disabilities Committee https://www.acs.org/content/acs/en/about/governance/committees/cwd.html Science for Students with Disabilities http://www.nsta.org/disabilities/ ILAB project http://ilab.psu.edu/ Disabilities, Opportunities, Internetworking, and Technology (DO-IT) www.washington.edu/doit/

Acknowledgments Illinois State University Illinois State University Chemistry Department National Science Foundation Award Number 1127412 GW Micro ViewPlus Technologies Independence Science Vernier Software & Technology

References DeLucchi, L.; Malone, L. SAVI (Science Activities for the Visually Impaired). In A Teacher’s Guide to the Special Educational Needs of Blind and Visually Handicapped Children; Mangold, S., Ed.; American Foundation for the Blind: New York, 1982; pp 72-93. Miner, Dorothy; Nieman, Ron; Swanson, Anne; Woods, Michael. Teaching Chemistry to Students with Disabililties: A Manual for High Schools, Colleges, and Graduate Programs. American Chemical Society, 2001. Piaget, Jean. Science of Education and the Psychology of the Child. Orion Press, New York, NY, 1970. Supalo, C. Teaching Chemistry and Other Science to Blind and Low-Vision Students Through Hands-On Learning Experiences in High School Science Laboratories. Doctoral Dissertation, Pennsylvania State University, 2010. Supalo, C. The Next Generation Laboratory Interface for Students with Blindness or Low Vision in the Science Laboratory. Journal of Science Education for Students With Disabilities, 2013 (accepted for publication) Woods, Michael. Working Chemists with Disabilities: Expanding Opportunities in Science. American Chemical Society, 1996. www.vernier.com www.independencescience.com www.gwmicro.com www.lawrencehallofscience.com