Scholarlink

This chapter will discuss current methodological and technological solutions to promote a more inclusive STEM pipeline and ecosystem for persons who are Blind or have Low Vision (BLV), addressing known barriers to access for the BLV community within Science, Technology, Engineering, and mathematics (STEM) learning contexts, and how they are being mitigated through innovative Access Technology (AT) tool development and implementation. Shifting to employment, this chapter also discusses current barriers for people with BLV aspiring to practical work in STEM. Further, emerging innovations such as Artificial Intelligence (AI) and Refreshable Tactile Displays (RTD) signal transformative potential in promoting more inclusion for persons with BLV in science laboratories. The science education technology industry and the research instrumentation industry need to shift towards scientists with BLV independently using laboratory tools; this may promote more inclusion through a mindset that a person with BLV can successfully work in a science laboratory or other STEM workplace context, with the practical tools to do so. Ultimately, shifting paradigms toward universal design promises a truly inclusive STEM ecosystem, where contributions from individuals with BLV are valued for their merit, not novelty.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Inclusive STEM Education for Students who are Blind or Low Vision: From the Classroom into the Science Laboratory

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

查看全文
  • Cary A. Supalo,
  • Jasodhara Bhattacharya

摘要

This chapter will discuss current methodological and technological solutions to promote a more inclusive STEM pipeline and ecosystem for persons who are Blind or have Low Vision (BLV), addressing known barriers to access for the BLV community within Science, Technology, Engineering, and mathematics (STEM) learning contexts, and how they are being mitigated through innovative Access Technology (AT) tool development and implementation. Shifting to employment, this chapter also discusses current barriers for people with BLV aspiring to practical work in STEM. Further, emerging innovations such as Artificial Intelligence (AI) and Refreshable Tactile Displays (RTD) signal transformative potential in promoting more inclusion for persons with BLV in science laboratories. The science education technology industry and the research instrumentation industry need to shift towards scientists with BLV independently using laboratory tools; this may promote more inclusion through a mindset that a person with BLV can successfully work in a science laboratory or other STEM workplace context, with the practical tools to do so. Ultimately, shifting paradigms toward universal design promises a truly inclusive STEM ecosystem, where contributions from individuals with BLV are valued for their merit, not novelty.