Science for Students with Visual Impairments: Teaching Suggestions and Policy Implications for Secondary Educators

Abstract

This paper addresses the importance of quality science instruction for students with visual impairments. Literature-based suggestions for modifying science instruction and instructional materials to meet the learning needs of visually impaired students are presented, and relevant examples in physical, chemical and biological sciences are discussed. Also, policy implications for science teacher education, alternative assessment and educational technology are addressed with respect to accommodating visually impaired students in science.