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Rochester Institute of Technology

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Full-Text Articles in Other Teacher Education and Professional Development

Tools Enabling A Student Who Is Blind In A Liberal Arts Chemistry Laboratory Course, Jessica Michael, H. David Wohlers Aug 2019

Tools Enabling A Student Who Is Blind In A Liberal Arts Chemistry Laboratory Course, Jessica Michael, H. David Wohlers

Journal of Science Education for Students with Disabilities

Chemistry laboratories ordinarily involve a number of visual observations and require qualitative and quantitative explanations of these observations. A student with blindness at Truman State University successfully completed the laboratory portion of the nonmajors liberal arts chemistry course with the assistance of a senior undergraduate chemistry education major, the guidance of a chemistry professor with blindness, and a variety of alternative laboratory methods. Volumes were measured using a notched syringe or the graduated cylinder pipet technique. Changes in color were measured by a Color Analysis Laboratory Sensor (CALS) and a Submersible Audio Light Sensor (SALS). Balance and Vernier probe measurements ...


Assessment Of Climate Science Knowledge And Perceptions Of Deaf And Hard-Of-Hearing Students, Annemarie Ross, Kyle Edenzon, Susan Smith Pagano, Randy Yerrick, Todd Pagano Aug 2019

Assessment Of Climate Science Knowledge And Perceptions Of Deaf And Hard-Of-Hearing Students, Annemarie Ross, Kyle Edenzon, Susan Smith Pagano, Randy Yerrick, Todd Pagano

Journal of Science Education for Students with Disabilities

Curricula related to sustainability and climate science are being integrated into academic science courses and programs. We set out to assess the knowledge of some of these environmental concepts among a group of Deaf/Hard-of-Hearing (D/d/HH) postsecondary students. A survey that attempted to gauge student understanding and perceptions of climate science was developed, administered to D/d/HH and hearing college students, and analyzed. Preliminary results showed that there could be some gaps in related knowledge among the D/d/HH group. Rasch analysis was then used to assess the quality of the survey for the intended outcomes ...


Wcag 2.1 Meets Stem: Application, Interpretation, And Opportunities For Further Standard Development, Jason White Aug 2019

Wcag 2.1 Meets Stem: Application, Interpretation, And Opportunities For Further Standard Development, Jason White

Journal of Science Education for Students with Disabilities

This paper offers an overview of changes introduced in the recent Web Content Accessibility Guidelines (WCAG) 2.1 standard that have implications for the accessibility of content in science, technology, engineering and mathematics (STEM) disciplines. In reviewing new provisions of WCAG 2.1, interpretive questions are raised regarding their application to mathematical and scientific materials. The paper is concluded with a brief discussion of opportunities for further enhancing accessibility of STEM materials in future revisions of the Guidelines.


Teachers’ Perception Of An Integrated Approach To Biology And Emotional Learning, Laura Ferreira González, Thomas Hennemann, Kirsten Schlüter Apr 2019

Teachers’ Perception Of An Integrated Approach To Biology And Emotional Learning, Laura Ferreira González, Thomas Hennemann, Kirsten Schlüter

Journal of Science Education for Students with Disabilities

Inclusive education requires that teachers not only teach academic knowledge and skills, but also consider the individual needs of all pupils, especially with respect to their social-emotional status. All teachers (including science and biology teachers) have to promote the well-being of their pupils by helping them develop social-emotional skills. The positive impact of these skills has been widely researched and documented. There is no doubt that academic achievements and social-emotional skills go hand in hand. However, only very little research data are available on how biology lessons and biology teachers can facilitate inclusive education in everyday school. The purpose of ...


Teaching Basic Cryptography Concepts Using Braille And Large Print Manipulatives, Jason Martin Apr 2019

Teaching Basic Cryptography Concepts Using Braille And Large Print Manipulatives, Jason Martin

Journal of Science Education for Students with Disabilities

The scope of this article is to describe the creation and implementation of specialized adaptations used in teaching the subject of basic cryptography to students who are visually impaired or blind. Included is an overview of events held for visually impaired and blind transition age youth in Alabama and the methods used to engage this population in the subject of computer science. Teaching strategies utilized for this unique demographic of students are discussed as they relate to the sample cryptography lessons used during the transition day events. The construction of three forms of adapted ciphers are described in addition to ...


Making 3d Laser Cut Stratigraphic Audio-Responsive Tactile Templates, Michael A. Kolitsky Apr 2019

Making 3d Laser Cut Stratigraphic Audio-Responsive Tactile Templates, Michael A. Kolitsky

Journal of Science Education for Students with Disabilities

The geologic method of stratigraphy which studies the structure of the earth by making layers was employed with 3D laser cutting techniques to make more easily defined tactile regions in templates of cells, tissues and anatomic regions containing muscles and bones. Templates were made audio responsive by hand-drilling a small hole in a template and filling that hole with conductive electric paint. A finger touch to the template top side now carries a charge similar to an electric circuit to the template bottom side resting on the surface of an iPad or iPad Pro where an audio button produces audio ...


Overview Of The 2018 Inclusion In Science, Learning A New Direction, Conference On Disability (Island), Cary A. Supalo, Jasodhara Bhattacharya, Daniel Steinberg Mar 2019

Overview Of The 2018 Inclusion In Science, Learning A New Direction, Conference On Disability (Island), Cary A. Supalo, Jasodhara Bhattacharya, Daniel Steinberg

Journal of Science Education for Students with Disabilities

No abstract provided.


From The Co-Editors..., Todd Pagano, Sami Kahn Mar 2019

From The Co-Editors..., Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.


Call For Manuscripts Dec 2018

Call For Manuscripts

Journal of Science Education for Students with Disabilities

No abstract provided.


Copyright And Open Access Dec 2018

Copyright And Open Access

Journal of Science Education for Students with Disabilities

No abstract provided.


My Experience Teaching General Chemistry To A Student Who Is Visually Impaired, Katherine M E Stewart Dec 2018

My Experience Teaching General Chemistry To A Student Who Is Visually Impaired, Katherine M E Stewart

Journal of Science Education for Students with Disabilities

This paper summarizes my experience with teaching a first-year, General Chemistry course to a visually impaired student. This includes accommodations and modifications for both the lecture material and the laboratory. Included are also examples of formats and syntax for txt-based quizzes, tests, and laboratory reports, as well as other general accommodations for both the student and the service dog.


Science Instruction For Secondary Students With Emotional Or Behavioral Disorders: A Guide For Curriculum Development, Tal Slemrod, Leah Wood, Shelley Hart, William Coleman Dec 2018

Science Instruction For Secondary Students With Emotional Or Behavioral Disorders: A Guide For Curriculum Development, Tal Slemrod, Leah Wood, Shelley Hart, William Coleman

Journal of Science Education for Students with Disabilities

This article provides a step-by-step guide for the organization and development of science lessons and units, to support the academic and behavioral performance of secondary students with challenges with related disabilities. This clinical practice guide provides a process for curriculum development for students with emotional or behavior disorders (EBD) in the science classroom. Steps include recommendations, goals, and examples for administrators and educators to discover appropriate plans and interventions to promote engagement and learning, including supporting success on State mandated High Stakes Assessments.


Implications Of 3-D Printing For Teaching Geoscience Concepts To Students With Visual Impairments, Karen E. Koehler, Tiffany A. Wild, Sean Tikkun Dec 2018

Implications Of 3-D Printing For Teaching Geoscience Concepts To Students With Visual Impairments, Karen E. Koehler, Tiffany A. Wild, Sean Tikkun

Journal of Science Education for Students with Disabilities

This article presents the results of a study on the use of 3-D printed models in a science classroom for students with visual impairments and examines whether the use of these models impacts student conceptual understanding and misconceptions related to geosciences concepts, specifically plate tectonics.

Data were collected one week prior to instruction, one week after instruction and throughout the 3-week instructional period. Results showed that students with visual impairments held many of the same misconceptions about plate tectonics as students who are typically sighted. All students in this study had fewer misconceptions after the instructional period than they held ...


Book Review: Towards Inclusion Of All Learners Through Science Teacher Education, Greg Stefanich Nov 2018

Book Review: Towards Inclusion Of All Learners Through Science Teacher Education, Greg Stefanich

Journal of Science Education for Students with Disabilities

It is a pleasure to receive an invitation to submit a review for the book titled Towards Inclusion of All Learners through Science Teacher Education. The contributors include four wellknown leaders in inclusive science education complemented by a spectrum of authors American and international, in pre-service and graduate science education, pre-service and graduate special education, science research, special education practitioners, classroom teachers, graduate students, and students through case studies and interviews.

The book presents an excellent overview of current practices in schools, descriptions of individual and team efforts to improve practice, and emerging innovations such as the application of Universal ...


Using Argument-Based Science Inquiry To Improve Science Achievement For Students With Disabilities In Inclusive Classrooms, Jonte C. Taylor, Ching-Mei Tseng, Angelique Murillo, William Therrien, Brian Hand Feb 2018

Using Argument-Based Science Inquiry To Improve Science Achievement For Students With Disabilities In Inclusive Classrooms, Jonte C. Taylor, Ching-Mei Tseng, Angelique Murillo, William Therrien, Brian Hand

Journal of Science Education for Students with Disabilities

Students with disabilities have long lagged behind their non-disabled peers when it comes to science achievement. The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and outside of the classroom. Additionally, the Next Generation Science Standards are asking teachers and students to better understand how science is connected to the everyday world through the use of ...


From The Co-Editors..., Todd Pagano Feb 2018

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.


Copyright Information Jan 2018

Copyright Information

Journal of Science Education for Students with Disabilities

No abstract provided.


Call For Manuscripts! Jan 2018

Call For Manuscripts!

Journal of Science Education for Students with Disabilities

No abstract provided.


From The Co-Editors..., Todd Pagano Feb 2017

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.


A Universal Design For Robotics Education, Mustafa Şahin Bülbül Feb 2017

A Universal Design For Robotics Education, Mustafa Şahin Bülbül

Journal of Science Education for Students with Disabilities

In this century technological and educational needs increase drastically. Out of local language, educators need to teach robotic language and use necessary technologies to design robots like Arduino set. This set let users to know less code/computer language and knowledge about electronics. Users may develop their own robots with this set. It also improves design and implementation skills. However, it is not a suitable design for blinds. Universal design approach suggests educators to design courses in a way to meet the needs of all participants. By this approach, learning environments are helpful and useful for participants with special needs ...


“Science Is Not My Thing”: Exploring Deaf Non-Science Majors’ Science Identities, Cara L. Gormally, Amber Marchut Jan 2017

“Science Is Not My Thing”: Exploring Deaf Non-Science Majors’ Science Identities, Cara L. Gormally, Amber Marchut

Journal of Science Education for Students with Disabilities

Students who are deaf and hard-of-hearing are underrepresented in science majors, yet we know little about why. Students from other underrepresented groups in science—women and people of color—tend to highly value altruistic or communal career goals, while perceiving science as uncommunal. Research suggests that holding stereotypical conceptions about scientists and perceptions of science as uncommunal may strongly hinder recruitment into science majors. This study sought to explore the science identities of students who are deaf, hard-of-hearing, and hearing signers. The study focused on non-science majors in bilingual (American Sign Language and written English) biology laboratory courses. This study ...


Call For Manuscripts! Dec 2016

Call For Manuscripts!

Journal of Science Education for Students with Disabilities

Call For Manuscripts!

Journal of Science Education for Students with Disabilities (JSESD)

The Journal of Science Education for Students with Disabilities is a multi-disciplinary, peer-reviewed journal with an international focus on providing information on science education for students with varying types and levels of disabilities. We aspire to publish the best of theoretical research and practical application and we review articles by both special and general educators. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management issues in science education.


Copyright Statement Dec 2016

Copyright Statement

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites


An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth Nov 2016

An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth

Journal of Science Education for Students with Disabilities

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the ...


Pre-College Deaf Students’ Understanding Of Fractional Concepts: What We Know And What We Do Not Know, Keith Mousley, Christopher Kurz Feb 2016

Pre-College Deaf Students’ Understanding Of Fractional Concepts: What We Know And What We Do Not Know, Keith Mousley, Christopher Kurz

Journal of Science Education for Students with Disabilities

Mathematical knowledge and skills are crucial to success in academics and the workplace. The Common Core State Standards emphasizes fraction teaching and learning in elementary school. This mixed-method study explores fraction concept understanding among 14 deaf and hard of hearing participants between the ages of 8 and 16, as quantitatively measured by their ability to describe the properties of fractional numbers, convert between fractional numbers and their visual representations, and determine the order and equivalence of fractional numbers. Furthermore, the qualitative study was supplemented by interviews with the deaf participants and surveys with their parents and teachers to examine use ...


Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser Nov 2015

Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser

Journal of Science Education for Students with Disabilities

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; the ...


What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick Nov 2015

What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick

Journal of Science Education for Students with Disabilities

Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf ...