Impacts of Accessible Laboratory Experiences in Chemistry for Blind and Low-Vision Students

• In Event: AERA Roundtable Session Wednesday 9:45 am - Gold 2
  In Roundtable Session: Centering Disabled Students in K-12 Education: Reimagining Access, Belonging, and Ways of Knowing

Abstract

This paper examines how accessible laboratory experiences (ALEs) for students who have blindness or low vision (BLV) can foster their interest, self-confidence, and sense of belonging in STEM. Using tactile materials and assistive devices designed and 3D-printed by the university chemistry lab that runs the ALEs, BLV participants engage in hands-on learning and use assistive devices to actively participate in laboratory experiments. Participants also receive mentorship from BLV scientists and university students. Utilizing Critical Disability Theory (CDT), the study shows how using accessible materials and tailored strategies empowers BLV students and engages them meaningfully in their learning, challenging systemic barriers. Survey and focus group data show high levels of engagement and increased interest, self-confidence, and sense of belonging in STEM.

Authors

• Madeline Haynes, University of Texas at Austin

• Lisa Garbrecht, University of Texas at Austin

• Yiwen Yang, University of Texas at Austin

• Bryan Shaw, Baylor University