In EDS ansehen

Teaching Visually Impaired College Students in Introductory Statistics.

Gespeichert in:
Bibliographische Detailangaben
Titel: Teaching Visually Impaired College Students in Introductory Statistics.
Autoren: Stone, Brian W., Kay, Donovan, Reynolds, Anthony
Quelle: Journal of Statistics Education; 2019, Vol. 27 Issue 3, p225-237, 13p
Schlagwörter: VISUALLY impaired students, BLIND students, PEOPLE with visual disabilities, VIRTUAL classrooms, STATISTICS
Abstract: Instructors of postsecondary classes in statistics rely heavily on visuals in their teaching, both within the classroom and in resources like textbooks, handouts, and software, but this information is often inaccessible to students who are blind or visually impaired (BVI). The unique challenges involved in adapting both pedagogy and course materials to accommodate a BVI student may provoke anxiety among instructors teaching a BVI student for the first time, and instructors may end up feeling unprepared or "reinventing the wheel." We discuss a wide variety of accommodations inside and outside of the classroom grounded in the empirical literature on cognition and learning and informed by our own experience teaching a blind student in an introductory statistics course. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Statistics Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Datenbank: Complementary Index
Beschreibung
Abstract:Instructors of postsecondary classes in statistics rely heavily on visuals in their teaching, both within the classroom and in resources like textbooks, handouts, and software, but this information is often inaccessible to students who are blind or visually impaired (BVI). The unique challenges involved in adapting both pedagogy and course materials to accommodate a BVI student may provoke anxiety among instructors teaching a BVI student for the first time, and instructors may end up feeling unprepared or "reinventing the wheel." We discuss a wide variety of accommodations inside and outside of the classroom grounded in the empirical literature on cognition and learning and informed by our own experience teaching a blind student in an introductory statistics course. [ABSTRACT FROM AUTHOR]
ISSN:10691898
DOI:10.1080/10691898.2019.1677199