Supporting STEM teaching and learning of visually impaired students

This paper reports on changes in teacher attitudes toward visually impaired students following a yearlong programme that provided funds for adaptive resources, supplies, and equipment. The context framing this study is that special education teachers often lack knowledge of science and mathematics content. Conversely, many science and mathematics teachers lack confidence and competence in engaging young people with disabilities. Perhaps as a consequence of these factors, people with disabilities are notably absent in STEM fields (Bonetta, 2007). This study centres on teaching visually impaired students at the secondary level, but the key finding—that all learners benefit from adaptations designed to include students with disabilities—will be relevant to educators working across the spectrum of special education needs.

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