Sami Kahn, Tiffany Agyarko, Grace Lanouette, Sean Lee, Courteney Wiredu
The under representation of persons with disabilities in STEM reflects not only a moral failing in society’s commitment to equity but also a practical dilemma as science benefits from the contributions of people with diverse perspectives. While teacher education programs attempt to address equity at the K-12 level, societal biases and misconceptions about who is “able” in science present persistent barriers for people with disabilities throughout the STEM pipeline, in higher education, employment, and beyond. How can we ensure that students with disabilities will encounter professors, employers, coworkers, and peers who are supportive of their efforts in STEM? To address this question, this article describes the experience of a college administrator and four students who collaboratively conducted a literature review on inclusive STEM education during the summer of 2020. While the goal of this project was to provide meaningful summer learning opportunities and employment for students during COVID-19 while simultaneously providing research support for the administrator, project outcomes suggest that the college students, none of whom were education majors, gained understanding and appreciation of the issues surrounding inclusive STEM education while also developing expertise in the literature review process. We suggest that this project represents a successful teaching technique that can be used in higher education, including teacher education programs, to contribute to the development of future leaders, educators, and citizens who are aware of, engaged with, and supportive of quality inclusive STEM education and opportunities for all.
{"title":"Increasing Awareness of Inclusive STEM Education through a College-Level Student Research Group","authors":"Sami Kahn, Tiffany Agyarko, Grace Lanouette, Sean Lee, Courteney Wiredu","doi":"10.14448/jsesd.13.0014","DOIUrl":"https://doi.org/10.14448/jsesd.13.0014","url":null,"abstract":"The under representation of persons with disabilities in STEM reflects not only a moral failing in society’s commitment to equity but also a practical dilemma as science benefits from the contributions of people with diverse perspectives. While teacher education programs attempt to address equity at the K-12 level, societal biases and misconceptions about who is “able” in science present persistent barriers for people with disabilities throughout the STEM pipeline, in higher education, employment, and beyond. How can we ensure that students with disabilities will encounter professors, employers, coworkers, and peers who are supportive of their efforts in STEM? To address this question, this article describes the experience of a college administrator and four students who collaboratively conducted a literature review on inclusive STEM education during the summer of 2020. While the goal of this project was to provide meaningful summer learning opportunities and employment for students during COVID-19 while simultaneously providing research support for the administrator, project outcomes suggest that the college students, none of whom were education majors, gained understanding and appreciation of the issues surrounding inclusive STEM education while also developing expertise in the literature review process. We suggest that this project represents a successful teaching technique that can be used in higher education, including teacher education programs, to contribute to the development of future leaders, educators, and citizens who are aware of, engaged with, and supportive of quality inclusive STEM education and opportunities for all.","PeriodicalId":256392,"journal":{"name":"The Journal of Science Education for Students with Disabilities","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129292082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cary A Supalo, Jasodhara Bhattacharya, D. Steinberg, Derrick W. Smith
The 11th annual Inclusion in Science, learning a New Direction, Conference on Disability was hosted by Princeton Center for Complex Materials a National Science Foundation funded Materials Research Science and Engineering Center (MRSEC) and Princeton University on Saturday, September 19, 2020 in a virtual format due to the Covid19 pandemic. This annual conference included presentations that featured innovative research done by science teachers, science education researchers, access technology developers, and policy makers, other disability conference organizers, and others interested in the full inclusion of persons with disabilities into the Science, Technology, Engineering, and Mathematics (STEM) workforce. Due to the virtual conference format, we were able to include closed captioning for all presentations. Princeton University is also known as an Aira Access point. Aira is a visual interpreter service to which blind and vision impaired (BVI) persons can subscribe, that assists them in their daily lives with navigation, and reading print materials in the home or in the community among numerous other purposes. The ISLAND conference, with the support of Princeton University, was able to offer the Aira service to any blind patron of the conference that requested it, to provide them with visual descriptions of PowerPoint slides that were being discussed by each speaker. According to Aira, the 2020 ISLAND conference was the first conference to attempt this innovative new accessibility addition.
{"title":"Overview of the proceedings of the 2019 Inclusion in Science, Learning a New Direction Conference on Disability (ISLAND)","authors":"Cary A Supalo, Jasodhara Bhattacharya, D. Steinberg, Derrick W. Smith","doi":"10.14448/jsesd.12.0003","DOIUrl":"https://doi.org/10.14448/jsesd.12.0003","url":null,"abstract":"The 11th annual Inclusion in Science, learning a New Direction, Conference on Disability was hosted by Princeton Center for Complex Materials a National Science Foundation funded Materials Research Science and Engineering Center (MRSEC) and Princeton University on Saturday, September 19, 2020 in a virtual format due to the Covid19 pandemic. This annual conference included presentations that featured innovative research done by science teachers, science education researchers, access technology developers, and policy makers, other disability conference organizers, and others interested in the full inclusion of persons with disabilities into the Science, Technology, Engineering, and Mathematics (STEM) workforce. Due to the virtual conference format, we were able to include closed captioning for all presentations. Princeton University is also known as an Aira Access point. Aira is a visual interpreter service to which blind and vision impaired (BVI) persons can subscribe, that assists them in their daily lives with navigation, and reading print materials in the home or in the community among numerous other purposes. The ISLAND conference, with the support of Princeton University, was able to offer the Aira service to any blind patron of the conference that requested it, to provide them with visual descriptions of PowerPoint slides that were being discussed by each speaker. According to Aira, the 2020 ISLAND conference was the first conference to attempt this innovative new accessibility addition.","PeriodicalId":256392,"journal":{"name":"The Journal of Science Education for Students with Disabilities","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124584125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper serves two purposes. First, it offers an overview of the role of the Mathematical Markup Language (MathML) in representing mathematical notation on the Web, and its significance for accessibility. To orient the discussion, hypotheses are advanced regarding users’ needs in connection with the accessibility of mathematical notation. Second, current developments in the evolution of MathML are reviewed, noting their consequences for accessibility, and commenting on prospects for future improvement in the concrete experiences of users of assistive technologies. Recommendations are advanced for further research and development activities, emphasizing the cognitive aspects of user interface design.
{"title":"The Accessibility of Mathematical Notation on the Web and Beyond","authors":"Jason White","doi":"10.14448/JSESD.12.0013","DOIUrl":"https://doi.org/10.14448/JSESD.12.0013","url":null,"abstract":"This paper serves two purposes. First, it offers an overview of the role of the Mathematical Markup Language (MathML) in representing mathematical notation on the Web, and its significance for accessibility. To orient the discussion, hypotheses are advanced regarding users’ needs in connection with the accessibility of mathematical notation. Second, current developments in the evolution of MathML are reviewed, noting their consequences for accessibility, and commenting on prospects for future improvement in the concrete experiences of users of assistive technologies. Recommendations are advanced for further research and development activities, emphasizing the cognitive aspects of user interface design.","PeriodicalId":256392,"journal":{"name":"The Journal of Science Education for Students with Disabilities","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117329110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Scientific disciplines spanning biology, biochemistry, and biophysics involve the study of proteins and their functions. Visualization of protein structures represents a barrier to education and research in these disciplines for students who are blind or visually impaired. Here, we present a software plugin for readily producing variable-height tactile graphics of proteins using the free biomolecular visualization software Visual Molecular Dynamics (VMD) and protein structure data that is publicly available through the Protein Data Bank. Our method also supports interactive tactile visualization of proteins with VMD on electronic refreshable tactile display devices. Employing our method in an academic laboratory has enabled an undergraduate student who is blind to carry out research alongside her sighted peers. By making the study of protein structures accessible to students who are blind or visually impaired, we aim to promote diversity and inclusion in STEM education and research.
{"title":"TactViz: A VMD Plugin for Tactile Visualization of Protein Structures","authors":"Olivia Shaw, Jodi A. Hadden-Perilla","doi":"10.14448/jsesd.12.0015","DOIUrl":"https://doi.org/10.14448/jsesd.12.0015","url":null,"abstract":"Scientific disciplines spanning biology, biochemistry, and biophysics involve the study of proteins and their functions. Visualization of protein structures represents a barrier to education and research in these disciplines for students who are blind or visually impaired. Here, we present a software plugin for readily producing variable-height tactile graphics of proteins using the free biomolecular visualization software Visual Molecular Dynamics (VMD) and protein structure data that is publicly available through the Protein Data Bank. Our method also supports interactive tactile visualization of proteins with VMD on electronic refreshable tactile display devices. Employing our method in an academic laboratory has enabled an undergraduate student who is blind to carry out research alongside her sighted peers. By making the study of protein structures accessible to students who are blind or visually impaired, we aim to promote diversity and inclusion in STEM education and research.","PeriodicalId":256392,"journal":{"name":"The Journal of Science Education for Students with Disabilities","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120915663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Nordhaus, M. Campanelli, J. Bochner, T. Warfield, H. Bischof, J. Noel-Storr
The dynamics of gravitating astrophysical systems such as black holes and neutron stars are fascinatingly complex, offer some of nature's most spectacular phenomena, and capture the public's imagination in ways that few subjects can. Here, we describe AstroDance, a multi-media project to engage deaf and hard-of-hearing (DHH) students in astronomy and gravitational physics. AstroDance incorporates multiple means of representation of scientific concepts and was performed primarily for secondary and post-secondary audiences at ~20 venues in the northeastern US prior to the historic first detection of gravitational waves. As part of the AstroDance project, we surveyed ~1000 audience members roughly split evenly between hearing and DHH audience members. While both groups reported statistically equivalent high-rates of enjoyment of the performance, the DHH group reported an increase in how much they learned about science at a statistically significant rate compared to the hearing audience. Our findings suggest that multi-sensory approaches benefit both hearing and DHH audiences and enable accessible participation for broader groups.
{"title":"AstroDance: Engaging Deaf and Hard-of-Hearing Students in Astrophysics via Multimedia Performances","authors":"J. Nordhaus, M. Campanelli, J. Bochner, T. Warfield, H. Bischof, J. Noel-Storr","doi":"10.14448/jsesd.12.0010","DOIUrl":"https://doi.org/10.14448/jsesd.12.0010","url":null,"abstract":"The dynamics of gravitating astrophysical systems such as black holes and neutron stars are fascinatingly complex, offer some of nature's most spectacular phenomena, and capture the public's imagination in ways that few subjects can. Here, we describe AstroDance, a multi-media project to engage deaf and hard-of-hearing (DHH) students in astronomy and gravitational physics. AstroDance incorporates multiple means of representation of scientific concepts and was performed primarily for secondary and post-secondary audiences at ~20 venues in the northeastern US prior to the historic first detection of gravitational waves. As part of the AstroDance project, we surveyed ~1000 audience members roughly split evenly between hearing and DHH audience members. While both groups reported statistically equivalent high-rates of enjoyment of the performance, the DHH group reported an increase in how much they learned about science at a statistically significant rate compared to the hearing audience. Our findings suggest that multi-sensory approaches benefit both hearing and DHH audiences and enable accessible participation for broader groups.","PeriodicalId":256392,"journal":{"name":"The Journal of Science Education for Students with Disabilities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128303804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Science Instruction for Secondary Students with Emotional or Behavioral Disorders: A Guide for Curriculum Development","authors":"Tal Slemrod, Leah Wood, S. Hart, W. Coleman","doi":"10.14448/jsesd.10.0006","DOIUrl":"https://doi.org/10.14448/jsesd.10.0006","url":null,"abstract":"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.","PeriodicalId":256392,"journal":{"name":"The Journal of Science Education for Students with Disabilities","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131937592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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