Research Article
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Science for Students with Visual Impairment: An Analysis of Hands-on Activity

Year 2021, Volume: 2021 February, Volume 10, 51 - 68, 05.02.2021
https://doi.org/10.14686/buefad.627796

Abstract







Science courses are considered to be one of the most difficult courses since they contain difficult and abstract concepts for the individual who needs special education. Because traditional science teaching is mostly based on visual teaching. However, an effective science education can be done by making instructional adaptations and taking into account the individual needs of the students. In this study, the science activities and materials prepared by taking into consideration the needs of the students with visual impairment using the case study of qualitative research methods were made. the study sample consisted eight students including three blind and five students with low vision. The Activity Evaluation Scale (AES) was used to collect data. At the end, activities and materials were evaluated by teacher and independent researchers. In order to ensure the reliability of the study, the videos which were recorded during the course separately analyzed by the researchers, the AES was filled and then the analyses of the researchers were compared. As a result, it was determined that the science activity and materials prepared for the students with visual impairment can be useful in teaching the concepts of heat conductor and heat insulator.

References

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  • Bailey, B.R., ve Daniel, N. (1993). Providing O&M services to children and youth with severe multiple disabilities. RE:view 25(2), 57–64.
  • Bardin, J. A., & Lewis, S. (2008). A survey of the academic engagement of students with visual impairment general education classes. Journal of Visual Impairment & Blindness, 102(8), 472-483.
  • Beard, L. A., Carpenter, L. B., & Johnston, L. B. (2011). Assistive technology: Access for all students (2nd ed.). Upper Saddle River, NJ: Pearson Education.
  • Beck-Winchatz, B., & Ostro, S. J. (2003). Using asteroid scale models in space science education for blind and visually impaired students. Astronomy Education Review, 2(2), 118-126..
  • Borg, J., Lindstrom, A., & Larsson, S. (2009). Assistive technology in developing countries: National and international responsibilities to implement the convention on the rights of persons with disabilities. Lancet, 374(28), 1863-1865
  • Boyd-Kimball, D. (2012). Adaptive instructional aids for teaching a blind student in a nonmajors college chemistry course, Journal of Chemistry Education, 89, 1395-1399.
  • Brigham, F.J., Scruggs, T.E., ve Mastropieri, M.A. (2011). Science education and students with learning disabilities. Learning Disabilities Research & Practice, 26(4), 223–232.
  • Bromfield-Lee, D.C., & Oliver-Hoyo, M.T. (2009). An esterification kinetics experiment that relies on the sense of smell. Journal of Chemistry Education, 86(1), 82-84.
  • Bülbül, M. Ş., Yiğit, N., & Garip, B. (2016, April). Adapting smart phone applications about physics education to blind students. In Journal of Physics: Conference Series (Vol. 707, No. 1, p. 012039). IOP Publishing.
  • Cavkaytar, A. (2013). Özel eğitime gereksinim duyan çocuklar ve özel eğitim, İ. H. Diken (Ed.). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim içinde. Ankara: Pegem Yayıncılık.
  • Cavkaytar, A., & Diken, İ. H. (2012). Özel eğitim: Özel eğitim ve özel eğitim gerektirenler (1.baskı). Ankara: Vize Basın Yayın.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five traditions (Second edition). London: Sage.
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  • Darrah, MA (2013). Bilgisayarla dokunma: Görme engelli ve görme engelli öğrenciler için matematik ve fen bilimlerine erişim ve anlayışı arttırmanın yeni bir yolu. Körlük İnovasyon ve Araştırma Dergisi , 3 (2), 3-47.
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  • Ferrell, K. A. (2007). Visual development in normal and low vision children. In A. Corn, A. Koenig, & J. Erin (Eds.), Foundations of low vision: Clinical and functional perspectives (2nd ed.). New York, NY: AFB Press.
  • Fraser, W. & Maguvhe, M. (2008). Teaching Life Sciences to Blind and Visually Impaired learners. South Africa. University of Pretoria.
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  • Gray, C. (2009). A qualitatively different experience: mainstreaming pupils with a visual impairment in Northern Ireland. European Journal of Special Needs Education, 24(2), 169-182. doi:10.1080/08856250902793644.
  • Gyimah, E., Sugden, D., & Pearson, S. (2009). Inclusion of children with special educational needs in mainstream schools in Ghana: influence of teachers’ and children’s characteristics. International Journal of Inclusive Education, 13(8), 784-804
  • Johnsen, B. H. (2001). Curriculum for the plurality of individual learning needs: Some thought concerning practical innovation towards an inclusive class and school. In B.H Johnsen and M.D. Skijorten, (Eds), Education-Special Needs Education: an introduction. Oslo. UnpubHallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2013). Exceptional Learners: Pearson New International Edition: An Introduction to Special Education: Pearson Higher Education.
  • Jones, M. G., Andre, T., Superfine, R., & Taylor, R. (2003). Learning at the nanoscale: The impact of students' use of remote microscopy on concepts of viruses, scale, and microscopy. Journal of Research in Science Teaching, 40(3), 303-322.
  • Harshman, J.T., Bretz, S.L., & Yezierski, E.J. (2013). Seeing chemistry through the eyes of the blind: A case study examining multiple gas law representations. Journal of Chemical Education, 90(6), 710-716. DOI: 10.1021/ed3005903
  • Heward, W.L. (2006). Exceptional Children: An introduction to special education (8th ed.). New Jersey: Pearson Merrill Prentice Hall.
  • Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25, 517– 572.
  • Isaacson, M. D., Supalo, C., Michaels, M., & Roth, A. (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. Journal of Science Education for Students with Disabilities, 19(1), 68-75.
  • Jessup, G.M., Cornell, E., & Bundy, A.C. (2010). The treasure in leisure activities: fostering resilience in young people who are blind. Journal of Visual Impairment & Blindness, 104(7), 419-30.
  • Kapperman, G., Heinze, T., & Sticken, J. (2010). Modifying and designing instruction: Mathematics. In. A.J. Koenig & M.C. Holbrook (eds.) Foundation of education (2nd ed.). Volume II: Instructional strategies for teaching children and youths with visual impairment. pp.370-399. New York: AFB Press.
  • Karakoç, T. (2016). Görme yetersizliği olan öğrencilerin araştırmaya dayalı öğrenme yaklaşımı modellerinden rehberli keşfetme modelinin deneysel işlemleri kazanmalarına, akademik başarılarına ve fen bilgisine ait tutumlarına etkisi. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Keller, E. (2005). Strategies for teaching learners with visual impairments. Retrieved from http://www.as.wvu.edu/vision.htm.6 July 2014.
  • Kelly, S. M., & Smith, D. W. (2011). The impact of assistive technology on the educational performance of students with visual impairments: A synthesis of the research. Journal of Visual Impairment and Blindness, 105(2), 73-83.
  • Kızılaslan, A., & Sözbilir, M. (2018). Maddenin halleri ve ısı öğretim tasarım modelinin değerlendirilmesi öğrenci ve öğretmen görüşleri. Marmara Üniversitesi Eğitim Bilimleri Dergisi, 48, 111–127.
  • Kızılaslan, A., Sözbilir, M., & Zorluoğlu, S. L. (2019). Making science accessible to students with visual ımpairments: ınsulation-materials ınvestigation. Journal of Chemical Education, 2019(96), 1383-1388.
  • Kumar, D., Ramasamy, R. & Stefanich, G. (2001). Science for students with visual impairments: Teaching suggestions and policy implications for secondary educators. Electronic Journal of Science Education 5(3), 1–4.
  • Lee, H., & Templeton, R. (2008). Ensuring equal access to technology: Providing assistive technology for students with disabilities. Theory Into Practice, 47(3), 212-219.
  • Linn, M. C., & Thier, H. D. (1975). Adapting science material for the blind (ASMB): Expectation for student outcomes. Science Education, 59(2), 237-246.
  • Lunney, D. (1994). Development of a data acquisition and data analysis system for visually impaired chemistry students. Journal of Chemistry Education, 71(4), 308
  • Mastropieri, M.A. & Scruggs, T.E. (2010). The Inclusive Classroom: Strategies for Effective differentiated Instruction. New Jersey: Upper Saddle River.
  • McGinnity, B.L., Seymour-Ford, J. & Andries, K.J. (2004). Founders. Perkins History Museum, Watertown, MA: Perkins School for the Blind.
  • McGookin, D. K., & Brewster, S. A. (2007). Graph builder: Constructing non-visual visualizations. In Bryan-Kinns, N., Blandford, A., Curzon, P. and Nigay, L. (Eds.) People and computers XX – Engage: proceedings of HCI 2006 (pp. 263-278). London: Springer.
  • McLoughlin, J.A. & Lewis, R.B. (2005). Assessing students with special needs (6th Ed). New Jersey: Pearson Education, Inc.
  • McMillan, J.H. & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). New York, NY: Pearson.
  • Mete, P, Çapraz, C., & Yıldırım, A. (2017). Zihinsel yetersizliğe sahip öğrenciler için fen eğitimi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(1), 289-304.
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Görme Yetersizliği Olan Öğrencilere Fen Eğitimi: Uygulamalı Etkinlik Analizi

Year 2021, Volume: 2021 February, Volume 10, 51 - 68, 05.02.2021
https://doi.org/10.14686/buefad.627796

Abstract

Fen dersleri, çoğu özel eğitime gereksinim duyan birey için zor ve soyut kavramlar içerdiğinden en zor derslerden biri olarak kabul edilir. Çünkü geleneksel fen öğretimi çoğunlukla görsel öğretime dayandırılmıştır. Fakat öğretimsel uyarlamalar yapılarak ve öğrencilerin bireysel ihtiyaçları göz önünde bulundurularak etkili bir iyi fen öğretimi yapılabilir. Bu çalışmada nitel araştırma yöntemlerinden durum çalışması kullanılarak görme yetersizliği olan öğrencilerin ihtiyaçları dikkate alınarak hazırlanan fen etkinlik ve materyallerinin analizi yapılmıştır. Çalışma grubu üç görmeyen ve beş az gören öğrenciden oluşturmaktadır. Çalışmada veri toplama aracı olarak Etkinlik Değerlendirme Ölçeği (EDÖ) kullanılmıştır. Etkinlik sonunda dersi yürüten öğretmen ve bağımsız araştırmacılar tarafından etkinlik ve materyalleri değerlendirilmiştir. Çalışmanın güvenirliğinin sağlanması amacıyla ders esnasında kaydedilen videolar araştırmacılar tarafından ayrı ayrı izlenerek EDÖ doldurulmuş ve daha sonra araştırmacıların analizleri karşılaştırılmıştır. Sonuç olarak görme yetersizliği olan öğrenciler için hazırlanan fen etkinlik ve materyallerinin ısı iletkeni ve ısı yalıtkanı kavramlarının öğretiminde yararlı olabileceği tespit edilmiştir.

References

  • American Foundation for the Blind. (2015). Low vision and legal blindness terms and descriptions. retrieved from http://www.visionaware.org/info/your-eye-condition/eye-health/low-vision/low-vision terms-and-descriptions/1235
  • Avramidis, E., & Norwich, B. (2010). Teachers’ attitudes towards integration/inclusion: A review of literature. European Journal of Special Needs Education, 17(2), 129–147.
  • Bailey, B.R., ve Daniel, N. (1993). Providing O&M services to children and youth with severe multiple disabilities. RE:view 25(2), 57–64.
  • Bardin, J. A., & Lewis, S. (2008). A survey of the academic engagement of students with visual impairment general education classes. Journal of Visual Impairment & Blindness, 102(8), 472-483.
  • Beard, L. A., Carpenter, L. B., & Johnston, L. B. (2011). Assistive technology: Access for all students (2nd ed.). Upper Saddle River, NJ: Pearson Education.
  • Beck-Winchatz, B., & Ostro, S. J. (2003). Using asteroid scale models in space science education for blind and visually impaired students. Astronomy Education Review, 2(2), 118-126..
  • Borg, J., Lindstrom, A., & Larsson, S. (2009). Assistive technology in developing countries: National and international responsibilities to implement the convention on the rights of persons with disabilities. Lancet, 374(28), 1863-1865
  • Boyd-Kimball, D. (2012). Adaptive instructional aids for teaching a blind student in a nonmajors college chemistry course, Journal of Chemistry Education, 89, 1395-1399.
  • Brigham, F.J., Scruggs, T.E., ve Mastropieri, M.A. (2011). Science education and students with learning disabilities. Learning Disabilities Research & Practice, 26(4), 223–232.
  • Bromfield-Lee, D.C., & Oliver-Hoyo, M.T. (2009). An esterification kinetics experiment that relies on the sense of smell. Journal of Chemistry Education, 86(1), 82-84.
  • Bülbül, M. Ş., Yiğit, N., & Garip, B. (2016, April). Adapting smart phone applications about physics education to blind students. In Journal of Physics: Conference Series (Vol. 707, No. 1, p. 012039). IOP Publishing.
  • Cavkaytar, A. (2013). Özel eğitime gereksinim duyan çocuklar ve özel eğitim, İ. H. Diken (Ed.). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim içinde. Ankara: Pegem Yayıncılık.
  • Cavkaytar, A., & Diken, İ. H. (2012). Özel eğitim: Özel eğitim ve özel eğitim gerektirenler (1.baskı). Ankara: Vize Basın Yayın.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five traditions (Second edition). London: Sage.
  • Çakmak, S., Karakoç, T., Şafak, P., & Kan, A. (2014). Identifying the reading speed of low vision student's at elementary level. International Journal in IT & Engineering, 2(10), 38-48.
  • Darrah, MA (2013). Bilgisayarla dokunma: Görme engelli ve görme engelli öğrenciler için matematik ve fen bilimlerine erişim ve anlayışı arttırmanın yeni bir yolu. Körlük İnovasyon ve Araştırma Dergisi , 3 (2), 3-47.
  • Dickerson, L.R., Smith, P.B. & Moore, J.E., (1997). An overview of blindness and visual impairment’, in Moore J.E., Graves W.H. & Patterson J.B. (eds.), Foundations of rehabilitation counseling with persons who are blind or visually impaired, pp. 1–24, American Foundation for the Blind, New York.
  • Douglas, G., & McLinden, M. (2005). Visual Impairment, in A. Lewis & B. Norwich (eds). Special Teaching for Special Children? Pedagogies for Inclusion, pp. 26– 40. Maidenhead, UK: Open University Press
  • Farnsworth, C. R., & Luckner, J. L. (2008). The impact of assistive technology on curriculum accommodation for a Braille-reading student. RE:view, 39(4), 171-187.
  • Ferrell, K. A. (2007). Visual development in normal and low vision children. In A. Corn, A. Koenig, & J. Erin (Eds.), Foundations of low vision: Clinical and functional perspectives (2nd ed.). New York, NY: AFB Press.
  • Fraser, W. & Maguvhe, M. (2008). Teaching Life Sciences to Blind and Visually Impaired learners. South Africa. University of Pretoria.
  • Gompel, M., van Bon, W. H.., & Schreuder, R. (2004). Reading of children with low vision. Journal of Visual Impairment & Blindness, 98, 77–89.
  • Gray, C. (2009). A qualitatively different experience: mainstreaming pupils with a visual impairment in Northern Ireland. European Journal of Special Needs Education, 24(2), 169-182. doi:10.1080/08856250902793644.
  • Gyimah, E., Sugden, D., & Pearson, S. (2009). Inclusion of children with special educational needs in mainstream schools in Ghana: influence of teachers’ and children’s characteristics. International Journal of Inclusive Education, 13(8), 784-804
  • Johnsen, B. H. (2001). Curriculum for the plurality of individual learning needs: Some thought concerning practical innovation towards an inclusive class and school. In B.H Johnsen and M.D. Skijorten, (Eds), Education-Special Needs Education: an introduction. Oslo. UnpubHallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2013). Exceptional Learners: Pearson New International Edition: An Introduction to Special Education: Pearson Higher Education.
  • Jones, M. G., Andre, T., Superfine, R., & Taylor, R. (2003). Learning at the nanoscale: The impact of students' use of remote microscopy on concepts of viruses, scale, and microscopy. Journal of Research in Science Teaching, 40(3), 303-322.
  • Harshman, J.T., Bretz, S.L., & Yezierski, E.J. (2013). Seeing chemistry through the eyes of the blind: A case study examining multiple gas law representations. Journal of Chemical Education, 90(6), 710-716. DOI: 10.1021/ed3005903
  • Heward, W.L. (2006). Exceptional Children: An introduction to special education (8th ed.). New Jersey: Pearson Merrill Prentice Hall.
  • Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25, 517– 572.
  • Isaacson, M. D., Supalo, C., Michaels, M., & Roth, A. (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. Journal of Science Education for Students with Disabilities, 19(1), 68-75.
  • Jessup, G.M., Cornell, E., & Bundy, A.C. (2010). The treasure in leisure activities: fostering resilience in young people who are blind. Journal of Visual Impairment & Blindness, 104(7), 419-30.
  • Kapperman, G., Heinze, T., & Sticken, J. (2010). Modifying and designing instruction: Mathematics. In. A.J. Koenig & M.C. Holbrook (eds.) Foundation of education (2nd ed.). Volume II: Instructional strategies for teaching children and youths with visual impairment. pp.370-399. New York: AFB Press.
  • Karakoç, T. (2016). Görme yetersizliği olan öğrencilerin araştırmaya dayalı öğrenme yaklaşımı modellerinden rehberli keşfetme modelinin deneysel işlemleri kazanmalarına, akademik başarılarına ve fen bilgisine ait tutumlarına etkisi. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Keller, E. (2005). Strategies for teaching learners with visual impairments. Retrieved from http://www.as.wvu.edu/vision.htm.6 July 2014.
  • Kelly, S. M., & Smith, D. W. (2011). The impact of assistive technology on the educational performance of students with visual impairments: A synthesis of the research. Journal of Visual Impairment and Blindness, 105(2), 73-83.
  • Kızılaslan, A., & Sözbilir, M. (2018). Maddenin halleri ve ısı öğretim tasarım modelinin değerlendirilmesi öğrenci ve öğretmen görüşleri. Marmara Üniversitesi Eğitim Bilimleri Dergisi, 48, 111–127.
  • Kızılaslan, A., Sözbilir, M., & Zorluoğlu, S. L. (2019). Making science accessible to students with visual ımpairments: ınsulation-materials ınvestigation. Journal of Chemical Education, 2019(96), 1383-1388.
  • Kumar, D., Ramasamy, R. & Stefanich, G. (2001). Science for students with visual impairments: Teaching suggestions and policy implications for secondary educators. Electronic Journal of Science Education 5(3), 1–4.
  • Lee, H., & Templeton, R. (2008). Ensuring equal access to technology: Providing assistive technology for students with disabilities. Theory Into Practice, 47(3), 212-219.
  • Linn, M. C., & Thier, H. D. (1975). Adapting science material for the blind (ASMB): Expectation for student outcomes. Science Education, 59(2), 237-246.
  • Lunney, D. (1994). Development of a data acquisition and data analysis system for visually impaired chemistry students. Journal of Chemistry Education, 71(4), 308
  • Mastropieri, M.A. & Scruggs, T.E. (2010). The Inclusive Classroom: Strategies for Effective differentiated Instruction. New Jersey: Upper Saddle River.
  • McGinnity, B.L., Seymour-Ford, J. & Andries, K.J. (2004). Founders. Perkins History Museum, Watertown, MA: Perkins School for the Blind.
  • McGookin, D. K., & Brewster, S. A. (2007). Graph builder: Constructing non-visual visualizations. In Bryan-Kinns, N., Blandford, A., Curzon, P. and Nigay, L. (Eds.) People and computers XX – Engage: proceedings of HCI 2006 (pp. 263-278). London: Springer.
  • McLoughlin, J.A. & Lewis, R.B. (2005). Assessing students with special needs (6th Ed). New Jersey: Pearson Education, Inc.
  • McMillan, J.H. & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). New York, NY: Pearson.
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There are 68 citations in total.

Details

Primary Language English
Subjects Special Education and Disabled Education
Journal Section Articles
Authors

Seraceddin Levent Zorluoğlu 0000-0002-8958-0579

Aydın Kızılaslan 0000-0003-3033-9358

Mustafa Sözbilir This is me 0000-0001-6334-9080

Publication Date February 5, 2021
Published in Issue Year 2021 Volume: 2021 February, Volume 10

Cite

APA Zorluoğlu, S. L., Kızılaslan, A., & Sözbilir, M. (2021). Science for Students with Visual Impairment: An Analysis of Hands-on Activity. Bartın University Journal of Faculty of Education, 2021 February, Volume 10(Issue 1), 51-68. https://doi.org/10.14686/buefad.627796

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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Bartın University Journal of Faculty of Education