Designing the Biology Classroom & Lab to Support Blind & Visually Impaired Learners (Record no. 45649)
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| fixed length control field | 02037nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240409093621.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
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| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0002-7685 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Harjoe, Carmen C. |
| 245 ## - TITLE STATEMENT | |
| Title | Designing the Biology Classroom & Lab to Support Blind & Visually Impaired Learners |
| Remainder of title | (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | United States |
| Name of publisher | :National Association of Biology Teachers (NABT) |
| Year of publication | ,2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 4–11p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | American Biology Teacher |
| Volume number/sequential designation | Volume 85: Issue 1, January 2023 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________***<br/><br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract:<br/> Coursework that is dependent on experiential learning, such as that offered in the laboratory-based sciences, can present barriers for a variety of students. These barriers can be magnified for students who experience disabilities that impact their access to the full depth of the course content and materials. Our unique perspective was formed primarily by supporting two blind students at two institution types across multiple biological science departments. In this paper, we explain the barriers we find are currently impacting blind and visually impaired (VI) students’ access to STEM as well as some tools to navigate creating more equitable and accessible spaces to support blind/VI students in STEM. More specifically, we provide general recommendations for working with blind/VI students using a student-centered approach to planning and daily interactions, followed by tips and tools for preparing accessible materials and a case study on how to use learning outcomes to modify course activities to be more useful for blind/VI students, and lastly we provide recommendations for important collaborations. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | accessibility| accommodations| blind| visually impaired| universal design for learning |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Wilson, Megan N. | Charbonneau, Natalie| Dalton, Lauren E.| Zee, Kari van | Kiser, Stacey | Kayes, Lori J. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1525/abt.2023.85.1.4 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 09.04.2024 | Periodicals |