American Action Fund for Blind Children and Adults
Future Reflections Winter 2021 STEM
Remote Science Learning Advancements for the Blind
by Ashley Neybert
Reprinted from Braille Monitor, Volume 64, Number 1, January 2021
From the Editor: Ashley Neybert is a student who enjoys the study of chemistry. In the National Federation of the Blind one of her missions is to encourage other blind people to enter the field. In this article she writes about the challenges of virtual learning for the blind chemist and describes some paths to a solution.
The National Federation of the Blind has been at the forefront of leveling the playing field for the blind in science through programs such as STEM-EQ, the Science and Engineering Division, and several scholarships for blind students seeking careers in the sciences. We appreciate the pioneering spirit of those who have come before us and who now are blind chemists and members of the Federation. Their proud ranks include Dr. Jacob Bolotin, also known as the blind doctor; Dr. Cary Supalo; Dr. Ned Lindholm; and Dr. Alfred D'Agastino. I suspect there are others. All have made a measurable contribution to blind people as scientists by functioning in the field and by encouraging others who have the determination to do the same.
As the coronavirus continues to keep us in our homes and to keep us socially distant, many blind students face a brand-new challenge in science. That challenge is remote learning. Since the pandemic began, sighted students have turned to inaccessible web-based science simulations, nondescriptive or even silent videos, and in-the-home designed laboratory activities using household materials. These are all largely inaccessible, leaving blind students behind their sighted counterparts in terms of their science learning experiences.
Our students want to be involved and not to be consigned once again to the back seat of science learning that we have worked so hard to escape. However, many of our traditional learning methods in the sciences are difficult to access during this time. Many teachers have turned to inaccessible videos. Luckier students have teachers that use some accessible science simulations such as Labster or PhET, two of the web-based science resources widely used around the world. Recently these companies have made a concerted effort to make their online science simulations more accessible to blind students. In addition, a few students have been lucky enough to get accessible at-home science experiments to complete. Unfortunately, all of these opportunities pale by comparison to a true hands-on laboratory experience.
Recently, though, the opportunity for blind students to have an improved remote laboratory experience has arrived. In order to achieve this experience, the teacher must have a computer with the JAWS screen reader from Vispero installed, including an external speaker; a Sci-Voice Talking LabQuest from Independence Science with associated probes; any necessary experimental equipment, such as beakers; and the LabQuest Viewer program from Vernier Software and Technology. The student needs only a computer with the JAWS screen reader installed.
First a teacher in a laboratory or other experimental area will turn on the LabQuest Viewer software while JAWS is running on their computer. The teacher needs to have the Talking LabQuest, probes for the experiment, and any other necessary experimental equipment. The Talking LabQuest will be interfaced with the LabQuest Viewer program on the teacher's computer. The LabQuest Viewer shows everything that is shown on the Talking LabQuest device on the teacher's computer. The teacher then allows access to their computer via a JAWS Tandem session and gives the student the access code for their end of the JAWS Tandem session. Once this is done the student assumes a directed assistant approach where they tell the teacher what they want done on the experiment. The student operates the Talking LabQuest using the same keyboard commands that they would use if they were doing the laboratory work themselves.
Not only is this system useful in remote learning situations, but it also opens up possibilities for blind students to interact with advanced technology that is not available in the school setting. For several years it has been common practice for sighted students to interface with equipment remotely in a professional laboratory environment. This system provides students with a glimpse into a professional environment while allowing companies to scout bright students to become their future employees. With this new capability for remote learning, a blind student can now take part in such job scouting activities. This technology can further prove to the public that the blind can be effective science employees while allowing students in economically challenged school districts to work with equipment that previously was not available.
While this system does not replace the hands-on experience, it is a huge step forward toward equalizing the field of science for blind participants. While the author of this article is an employee of Independence Science, she is also a blind chemist herself and has hopes that this leap forward will inspire other companies to make their equipment more accessible to the blind.