As part of a grant from the National Science Foundation, the National Federation of the Blind (NFB) developed, implemented, and evaluated the National Center for Blind Youth in Science (NCBYS), a three-year full-scale development project to increase informal learning opportunities for blind youth in STEM. Through this grant, the NCBYS extended opportunities for informal science learning for the direct benefit of blind students by conducting six NFB STEM2U regional programs included programs for blind youth, their parents/caregivers, blind teen mentors (apprentices), and museum educators.
This is the final report from the external evaluator of the project that created MedLab, an interactive learning experiences for Chicago area middle and high school students. This external evaluator's final report summarizes the outcomes and impacts of the five-year (2012-2017) funding compared to project objectives. The aim of the project was to use in person and online curricula, including a humanoid patient simulator (iStan®), to build interest in and knowledge of health sciences and health careers, with a particular focus on local community health concerns. An additional goal was to
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TEAM MEMBERS:
Christina Shane-SimpsonJohn FraserSusan HannahKin KongPatricia WardRabiah Mayas
With this Phase I funding, the project team will develop and test a prototype of the Toddler App and Cane which is intended to improve functional and adaptive school readiness skills for toddlers with visual impairments. The prototype will include a wearable hardware-based cane that wraps around a child's waist and provides tactile and audio cues to facilitate walking, a curriculum with game activities and walking routes, and an app that provides updates to special education practitioners and parents on their children's progress. In a pilot study with 10 toddlers with visual impairments, and their teachers and parents, the researchers will examine whether the prototype functions as planned, whether toddlers are engaged while using the prototype, and if teachers and parents believe the fully developed intervention will lead to increases in independence and school readiness.