This article describes practical lessons and experiences acquired as part of a journey in teaching a blind student at The University of Arizona to master the written and graphical language of first-semester organic chemistry and its associated concepts. These practical lessons include details on how to adapt an organic chemistry model set (with…

Introduction: Three-dimensional (3D) printing can be used to produce tactile teaching materials for individuals with visual impairments. Although 3D and 2.5D teaching materials are based on realistic content, no systematic conversion model for 2D materials exists. Here, we combined the previous findings and this study's results and technology to…

Programming can be challenging to learn, and for visually impaired (VI) learners, there are numerous additional barriers to the learning process. Many modern programming environments are inaccessible to VI learners, being difficult or impossible to interface with using a screen reader. A review of the literature has identified a number of…

Gifted students with visual impairments are twice exceptional learners and may not evidence their advanced science aptitudes without appropriate accommodations for learning science. However, effective tactile science teaching materials may be easily made. Recent research has shown that when tactile materials are used with "all" students…

A review of the literature from 1965 to 2008 on tactile maps and models in orientation and mobility yielded four pre-experimental and three experimental articles. The articles were analyzed via best-evidence synthesis--a combined narrative and statistical approach--allowing for recommendations for the most effective use of tactile maps and models.…

Audiometric instruments and techniques adopted to measure tactual cueing characteristics of the Radioear B70A and the Siemens Fonator electromechanical vibrators were used by young adults. The Siemens Phonator demonstrated a wider suprathreshold operating range than did the Radioear B70A. (Author/CL)

A study was conducted to determine if 61 visually handicapped students in grades 2-4 could discriminate the textures appearing on a cell model, could locate and identify the cross-sectional cell layers, and could manipulate the pull-apart features of the cell model. (SB)