Preparing for an Inquiry-Based Summer Camp Experience for Students with Visual Impairments: What Do the Campers Think?

By Tiffany Ann Wild, Margilee Hilson, and Kathleen Farrand

Dr. Wild is an Assistant Professor in the Department of Teaching and Learning at The Ohio State University.

Dr. Hilson is a teacher in Columbus City Schools in Columbus, Ohio.

Ms. Farrand is a doctoral student in the Department of Teaching and Learning at The Ohio State University.

Abstract

Research has shown that students with visual impairments have considered science a difficult subject because of the reliance on visual instruction for the teaching of the concepts (Jones, Minogue, Oppewal, Cook, & Broadwell, 2006; Penrod, Haley, & Matheson, 2005; Sahin & Yorek, 2009). However, when given the opportunity, students with visual impairments learn the same scientific concepts with accommodations as their peers (Jones et al., 2006; Wild & Trundle, 2010b; Wild, Hilson, & Hobson, 2013; Wild, Hilson, & Farrand, 2013). Research has also found that scientific inquiry benefits students with visual impairments (Wild & Trundle, 2010a, 201b; Wild et al., 2013, Wild, Hilson, & Hobson, 2013). This paper will report on survey data collected from students with visual impairment who participated in a week-long Science, Technology, Engineering, and Mathematics (STEM) camp sponsored by a major consumer organization dedicated to the needs and interests of the blind community.

Keywords

inquiry-based education, science education, students with visual impairments, blind

Inquiry-Based Science Curriculums

Inquiry-based education in science allows a student to engage in scientific activities much like a scientist. Students utilize thinking processes similar to how a scientist would begin to examine the natural world. The National Research Council defines inquiry as:

Inquiry refers to diverse ways in which scientists study the natural world and propose explanations based on the evidence…It refers to the activities of campers in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. (National Research Council, 1996, p.2)

Inquiry allows students to develop their own questions to investigate through their own methodologies; much like the way that real-world scientists work. Much of the investigation involves trial and error, allowing students to gain knowledge of what will work and what will not work to answer their questions. Often students are encouraged to keep a written journal of what has happened during the investigation and to comment on adjustments that had to be made to the original planned work. The end result is an explanation provided by the students of the answers to their own questions, based upon the evidence gathered throughout the investigation. 

Inquiry-based instruction has been found to be beneficial to students with disabilities (Lynch et al., 2007; Mastropieri, 2005). Specifically, inquiry-based curriculums have been shown to be beneficial for students with visual impairments (Wild & Trundle, 2010a, 201b; Wild et al., 2013; Wild, Hilson, & Hobson, 2013.)    

Purpose

The purpose of this study was to ascertain background knowledge of students who participated in a weeklong Science, Technology, Engineering, and Mathematics (STEM) camp. The first step in preparing a learning experience for students necessitates finding out what they already know and are able to perform within the topic area. These formative instructional data were utilized to adjust instruction and support for the students during camp.

Participants

Students

Student participants were members of a camp advertised as an innovative science program provided by a national consumer organization for the blind. The theme of this camp was inquiry-based science. There were 12 campers ranging in age from 7-19 years of age who participated in the pre- and post-camp questioning. The majority of the campers were Caucasian and all were visually impaired. Seven of the 12 campers in this study were male. Those campers aged 14-19 were labeled senior members of the camp, while those aged 7-12 were labeled junior members of the camp. Table 1 lists specific participant information.

Table 1: Camper Demographic Data

Pseudonym	Age	Grade	Gender	Race	Junior  or Senior
Cathy	11	5	F	Caucasian	Junior
Tilly	7	3	F	African American	Junior
Michael	11	5	M	Caucasian	Junior
Ilana	11	5	F	Caucasian	Junior
Evan	11	5	M	Hispanic	Junior
Max	11	5	M	Caucasian	Junior
Peter	12	4	M	Asian	Junior
Brandon	12	5	M	Caucasian	Junior
Laura	16	10	F	Caucasian	Senior
Marcus	19	10	M	Caucasian	Senior
Harry	14	8	M	Caucasian	Senior
Kristen	16	10	F	Caucasian	Senior

Adults

Prior to camp, two female camp directors facilitated the campers in developing an inquiry-based question to pursue during camp. The directors also obtained all supplies needed for the implementation of the student projects. While at the camp, campers were mentored by 4 blind adult scientists, all male, regarding their project design, investigation technique, and learning. 

Data 

Instrument

The instrument used for this study was a survey developed by the national consumer organization for the blind which sponsored the camp. The questions were not validated prior to being given to campers. Questions focused on different aspects of the curriculum, experience with blind individuals, and orientation and mobility skills. Forms of questions include: (a) Yes/No response, (b) open-ended response questions, and (c) multiple choice. Therefore, results will be reported with either a percentage answered or responses provided by students in all data tables.

Collection

Prior to camp, letters from the consumer organization and the researchers were sent to student participants and their parents. Inside the packet were permission forms, information about the research study, and a self-addressed stamped envelope. Once all forms were received, an e-mail with the link to the survey, which was posted on Survey Monkey, was given to campers. Guardians provided email contact information as part of the registration process. A short introduction to the assessment was given on the homepage followed by questions developed by the consumer organization and a self-efficacy instrument. (Only research related to the consumer organization questions will be reported in this paper. The self-efficacy data will be reported in a subsequent paper). Campers completed the survey questions prior to the first morning of the camp. One week after camp, campers were given an e-mail reminder to complete a similar post-camp survey. There were specific forms developed for each of the two levels of campers, both juniors and seniors.

Data Analysis

Data were analyzed on the pre- and post-instructional questions by tallying responses to closed-ended responses and looking for common themes and patterns on open-ended responses.

Curriculum

In the weeks leading up to camp, students and camp directors had weekly telephone conferences to discuss what each student wanted to investigate during camp. The conversations lasted about 25 minutes each time. Campers were requested to keep a journal of the content of the calls and refer to the journal during the development of an inquiry-based question to investigate. Students were also charged to create an investigation plan for answering their question and generate a supply list of necessary materials. In addition, the directors assigned the campers to small groups and a mentor based upon their interests prior to arriving at camp.

During camp, campers were given blocks of time to work on their investigations. Junior campers could ask for help from the senior campers. Senior campers were encouraged to work with the junior campers and talk to them about their projects and lives. All campers were encouraged to ask questions of the adult mentors.

When working on their projects, campers were told to rely on their journals to begin their work. Each camper was provided a table to act as a work space that included all supplies requested prior to coming to camp. During their work time, campers were able to meet with their mentors for assistance as needed with their projects. Mentors provided feedback and prompted with questions to help each camper begin to use evidence from their projects to answer their questions. Please see Table 2 for a list of project questions. If the project did not go as planned, campers were encouraged to continue to try and develop new methodologies to answer their proposed questions. Campers were able to utilize a computer lab to assist them in researching additional ways to solve a problem. For example, Evan was exploring the effects of additives and flavoring on the freezing temperature and time of ice cream. Evan’s initial methodology of making ice cream did not work. Evan spent multiple days researching other ways to make ice cream on the Internet. Each day he would return to the work room and try a new methodology until eventually one worked. Then he spent time adding flavorings and additives to his ice cream to answer his original question. 

Another student, Harry, was trying to design a tactile graphics pad that would utilize magnetic shavings. His original plan did not work as written in his journal. Therefore, he spent the week researching, brainstorming with the mentor scientists, and using trial-and-error to come up with a design that would create a tactile graphics pad. Harry spent the week completing his inquiry as an engineer. Similar campers with engineering projects did the same thing. Other campers, such as Kristen, spent the week finding individuals who would participate in her experiment to determine if braille readers had a better sense of touch than their sighted peers. 

Table 2: Investigation Topics Posed by Campers

Name	Investigation Topic Posed by Camper
Cathy	If given three different choices of food, that they do eat, what would a guinea pig prefer?
Tilly	How does Uranus, which is tilted 90 degrees different from Earth, have seasons?
Michael	How do you design a solar powered battery charger?
Ilana	How can I make candy?
Evan	Do the additives and flavoring of ice cream change the freezing temperature and time?
Max	How do you build a hovercraft?
Peter	What teaches more effectively, a teaching video or a written document with the same information?
Brandon	How do sundials work?
Laura	Do blind or sighted people relate sounds to either other sounds or other senses (like textures, smells, or being in places)?
Marcus	How can a blind person perform dissections safely?
Harry	How do you design a tactile graphics pad using magnetic shavings?
Kristen	How is the sense of touch different between braille readers and non-braille readers?

In the time campers were not working on their projects, they were given instruction in STEM areas through planned curriculum activities. These activities included exploring Nanoscience, chatting with a National Aeronautics and Space Administration (NASA) scientist online, conducting chemistry experiments, participating in forensics investigations, and learning about the engineering behind the Blind Driver Challenge¹. In addition, campers also received time to discuss being blind, what sighted people say to blind people, and how to be a successful blind person, as well as time to socialize. During the camp, two field trips were taken. The junior and senior campers took a day trip to a science center and then went on a social activity on another evening. 

While the campers were working on their projects and receiving instruction, their parents were learning all about being blind, cooking blindfolded, travelling blindfolded, and learning about technology for the blind. In addition, the parents were given information about the educational and legal aspects of their children’s education. However, no data were obtained about this portion of the camp.

The final day of camp was an expo where campers presented their findings from the projects they worked on all week to staff, mentors, parents, and fellow campers. Some members of the general public were also invited to attend the expo. During the expo, campers were encouraged to use evidence from the data they had collected to explain their projects. The room was filled with blind campers who were demonstrating how to ride on the hovercraft they had built, explaining how bridges work, showing off their knowledge of solar energy, sharing data findings using data collected from human subjects, offering samples of ice-cream, and discussing the results of dissection, among many others. 

Results

Career and Leadership

One set of questions in the survey dealt with student knowledge about participation in STEM fields and leadership opportunities for blind people. The same questions were asked pre- and post-camp experience; juniors answered five questions and seniors answered the same five questions, plus four more. Table 3 lists the students’ responses to questions about career and leadership opportunities.

Junior Campers. The number of blind people that campers knew prior to camp increased dramatically after attending the camp. In addition, after attending the camp, the campers said they consider blind people to be role models, know people in STEM fields, and stated that their blindness does not play a role in their decision about a future job; they feel they can do whatever job they want. All campers agreed that they could have a job in STEM before and after attending the camp. 

Senior Campers. Senior campers stated that overall they already knew a lot of blind people and all agreed that they consider blind people to be role models. In addition, all indicated that they knew a blind person in STEM and could have a job in the STEM field. However, prior to attending camp all campers felt that blindness played a role in their decision about future employment and after camp one student expressed that blindness can play a small role in the decision regarding future employment. Campers were also asked about being a leader. All stated they thought of themselves as a leader before and after camp with skills including confidence, independence, understanding, being informed, and connecting with others. They also all felt they were good role models and mentors both before and after camp because they were confident, able to set an example for younger blind people, helped others, were independent, and approachable by younger children. 

Table 3: Career and Leadership Responses of Campers

Question	Junior Pre-Camp Responses	Senior Pre-Camp Responses	Junior Post-Camp Responses	Senior Post-camp Responses
How many blind people do you know?	3 4 6 25-75 11 2 6 2	50-100 More than 100 A lot Over 75	25 20 7 25-50 A lot 40 A lot Several no can’t count them all	60 – 25% A lot – 75%
Do you consider any of the blind people that you know to be role models?	Yes – 50% No – 50%	Yes – 100% No – 0%	Yes – 100% No – 0%	Yes – 100% No – 0%
Do you know any blind people who have jobs in Science, Technology, Engineering, or Math?	Yes – 25% No – 75%	Yes – 100% No – 0%	Yes – 100% No – 0%	Yes – 100% No – 0%
When thinking about your future career, how does your blindness effect your decision?	My blindness does not play a role in my decision.  I think I can do whatever job I want – 50% My blindness plays a small role in my decision.  I think there are a few jobs that I couldn’t do. – 50%	My blindness does not play a role in my decision.  I think I can do whatever job I want – 100%	My blindness does not play a role in my decision.  I think I can do whatever job I want.  – 100%	My blindness does not play a role in my decision.  I think I can do whatever job I want.  – 75% My blindness plays a small role in my decision.  I think there are a few jobs I couldn’t do.  – 25%
Do you think you could have a job in science, technology, engineering, or math as an adult?	Yes – 100% No – 0%	Yes – 100% No – 0%	Yes – 100% No – 0%	Yes - 100% No – 0%
Do you think of yourself as a leader?	n/a	Yes – 100% No – 0%	n/a	Yes – 100% No – 0 %
If you think of yourself as a leader, what qualities do you possess that make you a leader?	n/a	Confidence, helpfulness, quickness in understanding others’ needs, innovative in thinking I like people.  I like to help others and help them to learn. I like to be informed about things around me.  I have very strong ideas about ideas, concepts, and plans.  I like to be independent as well. I think a leader is someone who wants to help, inform, and empower others.  I enjoy doing all these things.	n/a	Independence, confidence, helpfulness; being perceptive, sensitive I’m trustworthy.  Independent. Honest. I try to examine ever action in the leader position from every aspect. The ability to connect with almost everyone.
Do you think of yourself as a mentor or role model?	n/a	Yes – 100% No – 0%	n/a	Yes – 100% No – 0%
Please explain your answer to the question above.	n/a	I think the confidence and helpfulness set an example for others, be they blind or sighted I succeed in all my subjects.  Along with that, I am able to explain how I get an answer Because I’m very independent and like to teach others I believe that I am somebody people can look up to.  I have faced challenges in my life but I don’t let them stop me.  If I want do something I do it.	n/a	Set an example for the younger blind people I meet and I encourage them to learn skills needed for life in the future. I like helping others and enjoy that very much. I am able to help people. I do because I often have younger kids coming up to me and asking me different questions.

Mobility and Adaptive Technology

The next set of questions focused on students’ personal skill levels in mobility and use of adaptive technologies. Juniors and seniors answered the same six questions and juniors had one additional question.

Junior Campers. Before camp, the students were asked about their preferred reading medium, cane use, opinions on the abilities of blind people, participation in previous events, and what they were most looking forward to in the camp. These data are presented in Table 4. The majority of campers were not braille readers and relied upon large print. Forty-nine percent of the campers did not use a cane or rarely used it, but reported being comfortable navigating new environments. Half of the campers had participated in an event by the organization in the past and half were new to the organization’s events. Campers reported they were looking forward to tours, doing science, working on their projects, and meeting others while at camp. 

Senior Campers. Campers indicated that they used braille or large print as their typical reading medium. Half of them used a cane every day, while the other half only used the cane sometimes, but all felt comfortable when navigating new environments. All of the campers stated that they did not feel that blind people had barriers placed against them and if they did, one camper responded, “…it does not mean that they are incapable it is that there is no adaptive way for them to perform these jobs.” Campers also wrote about what they were looking forward to at camp. Responses included: being a role model, creating their planned device, learning more about science, making new friends, and showing others “…they can do anything they can imagine.”

Table 4: Mobility and Program Responses of Campers

Questions	Junior Responses	Senior Responses
Do you read Braille?	Yes – 37.5% No – 62.5%	Yes – 75% No – 25%
If you do not read Braille, how do you typically consume information?	Large Print – 4 Audio – 1 Print with Magnification – 1	Large Print
Describe your cane use.	I use a cane everyday; I couldn’t imagine traveling without one – 25% I use a cane sometimes – 25% I have a cane but rarely use it – 37.5% I have a cane but never use it – 12.5%	I use a cane everyday; I couldn’t imagine traveling without one – 50% I use a cane sometimes – 50%
How comfortable are you when navigating new environments independently?  (Very Comfortable, Comfortable, Not Comfortable, I avoid new environments when I have to travel independently)	Very Comfortable – 25% Comfortable – 25% Not Comfortable – 75% I avoid new environments when I travel independently – 0%	Very Comfortable – 0% Comfortable – 100% Not Comfortable – 0% I avoid new environments when I have to travel independently – 0%
Is there anything you think blind people cannot do?	Fly a plane Drive Blind people can’t drive right now with current technology No - 3 No.  I think there are a few things that we needs some help with but we can still do them. I do not know of anything. Drive cars.	I don’t think blind people can be brain surgeons or race car drivers right now.  This does not mean that they are incapable it is that there is no adaptive way for them to perform these jobs. No As of right not, there is no technology, available to the public, that I know of that would allow blind individuals to drive trucks, airplanes, or any motorized vehicles.  However, technology is being developed to allow this.  Also, there are jobs that I would consider to be challenging, such as a visual monitoring, working with fire, working with missiles, and photography.  These all would be challenging because sight is used to perform the job properly. Not really as long as there are appropriate adaptations.
What about this program are you most looking forward to?	Tours Getting to do the actual science and seeing what other participants do Building the hovercraft (Student project) Eating my ice cream project Learning science Building my project Meeting new friends The science innovation project with the guinea pig! (Student project)	Being a role model for the younger blind students that attend and all the things that will take place at PI [Project Innovation]. I am looking forward to creating my device.  I am also looking forward to hearing the findings of the other inventors. Learning more about science and making new friends. I am looking forward to meeting other students and show the younger students they can do anything they can imagine.
Have you participated in an event sponsored [by the consumer organization] or program in the past?	Yes – 50% No – 50%	N/A

Post-Camp Evaluation

The last set of questions pertained mainly to participant satisfaction with the format and content of the camp experience. Some of the questions were the same for juniors and seniors, but most were not.

Junior Campers. The post-survey results indicate that the time spent working on projects was by far the favorite experience of the campers. However, they did not enjoy getting out of bed early in the morning for camp activities. They found preparation with the camp directors helpful in planning their projects. A request was made to be able to drive the Blind Driver Challenge car as a way to improve the camp, but overall campers were satisfied. In addition, the campers seemed more confident about using their cane upon leaving camp and indicated that they learned about more possibilities for the blind. Campers also noted that they learned a lot about science and had fun picking their own projects. Campers provided suggestions about how they might talk to their teachers when they return to school about choices in science education. Please see Table 5 for the complete list of responses from campers. Students found they learned new technology that helped them to learn more and will continue to use in their future learning. 

Table 5: Post-Camp Questions and Responses of Junior Campers

Question	Junior Responses
What was your favorite Part of Camp?	Playing with Hazel, the guinea pig! [part of an experiment] Innovation time [Time spent working on projects] Getting to meet lots of new friends Mentos and Coke [an experiment during camp] Going out to the Harbor [field trip during camp]
What was your least favorite part of Camp?	Wake up call/Getting up Early – 50% Going to Bed Early – 12.5% Moving around unfamiliar environments without a sighted guide – 12.5% Nothing – 12.5% Innovation Expo [Presenting Project to others ] – 12.5%
Leading up to the program you did a lot of talking with the teachers and others to plan your investigation.  Was that helpful?	Yes – 87.5% No – 12.5%
Explain why you felt the preparation was helpful or not.	It helped me plan my science project. No, I did not do a lot of talking.  I did a lot of planning on my own. The teachers helping with the project. It helped to hear their suggestions and advice Helped me change my strategy The teachers has lots of different ideas on materials to use for the project and ways to complete the hoverboard. It helped me figure out what I am going to do I felt like I already knew some of these people before I even got there.
Is there anything [Staff] could have done to help you learn better at the program?	No = 50% Unsure = 25% Let us drive the blind driver car would have been cool but I learned more science at camp than I did my entire 5th grade year – 12.5% I could have needed a lot more time to finish my whole project – 12.5%
How do you feel about using a cane?	I am fine with it. I feel a little more comfortable using a cane. Good I fell like you should use a cane if you have limited vision All right I like using a cane because it helps me move around safely and fast Nice I like my cane.  I know it helps but am embarrassed to use when I’m not around other blind people that use theirs.
In this program you had a chance to choose what you learned about.  How do you think this opportunity changed the way you learned?	I enjoyed learning this way! I finally got to use solar panels. Because I got to learn what I wanted. It made science fun for me.  It helped me find my own solutions to problems I ran into and helped me to think of ways for me to do science experiments and research back at my school.  I thought it was fun and wanted to learn more cause it was my idea.  I liked looking on the computer at different websites and you tube. I got to pick my subject I wanted to study.  I liked doing the work because it was fun. I was surprised I could do it and it worked.  Not sure.
Is there anything you thought blind people couldn’t do before that you now know is possible?	Yes – 87.5% No – 12.5%
What are those possibilities?	Drive a Car – 66% Before camp I though blind people couldn’t do science, now I know that we can not only do science but be successful in science – 17% I did not know that people could use Braille with computers – 17%
If you liked having a choice in what you learned, how will you talk to your teachers to try to have this same kind of choice at school?	Request more hands on learning. I won’t talk to my teacher about this. Just ask them if they could teach me in a way that I could learn it.  Just like my TVI. I will tell them how I did my experiment at camp and see if together with mentors [like at camp] we can come up with better ways for science to be accessible to me Try to learn stuff and put it in a game I could make suggestions on projects or tell my interests to my teachers. My mom is the teacher.  She knows what I like.  She lets me study science and math on my free time.  Not sure but will try to explain a way that helps me better from past.
Did you get to use any new technology through the program?	Yes – 75% No – 25%
If you did, do you think the new technology helped you learn better?	Yes – 100% No – 0%
If you used new technology, do you think you will continue to use the new technology as a tool?	Yes – 85.7% No – 14.3%
Explain your use of technology and how it helped you to learn.	I used a talking multi-meter and I would like to use one again. Doing things on the computer The Sensational Blackboard® will help me to better understand models and simple maps. Don’t know I will use You Tube to find videos that have information I have to have large print so until I learn Braille my school will enlarge for me or use my CCTV

Senior Campers. All campers felt they were better equipped to be a leader because they had worked with younger students, worked as a team with others, and worked with people of varying ages. They all also felt they had become better mentors/role models because the program helped them to engage in activities that required being a good role model, presented more experiences for working with younger children, helped them to gain confidence, and to learn how to be a mentor. They all felt that they would serve as a mentor to someone in the future. When asked to reflect on leadership, all campers stated they were interested in experiences where they could take on leadership roles. Responses included: (a) one student was interested in a career that involves working with others and helping them, (b) another camper enjoyed the experience of being a leader and looked forward to the opportunity to do it again, (c) another commented about the ability to share knowledge and have control over a situation, and (d) the last camper expressed interest in becoming a teacher of students with visual impairments one day. 

When asked about the possibilities for blind people, only one student indicated that there was something previously believed that blind people could not do which now seemed possible. Responses about this topic by the campers included: (a) the camper now knows that blind people can work with chemicals as long as someone is with them and tells them what is happening in the proper way, (b) blind people can do whatever sighted people do, (c) some things are hard for blind people like driving cars but technology is being made for the blind to drive, and (d) a belief that blind people can do whatever they put their minds to! 

Campers were also asked questions about the logistics and content of the camp. They stated that their favorite parts of camp included special access to a lab to conduct experiments and learn about liquid nitrogen, sharing project results with the public, conducting experiments, learning how to design a product, being able to work with younger kids, working with a mentor, and connecting with other organization members. The least favorite part of the camp was waking up early, tasting vinegar during an experiment, and working with younger campers completing a project that was either not clear or was too complicated. All said they benefited from working with directors prior to attending the camp because it helped them to learn how to do their project better, make better plans, and gain basic information. The only change the campers would have made was to make the program longer. When writing about the opportunity to choose their own projects, one camper said they were unsure about the impact on their learning, while the others commented positively about the experience. Three of the students stated they would use what they learned about the camp to advocate in future learning by telling their home school what they did, asking for better adaptations, and asking to learn braille.

Campers were also asked about technology use during camp. Half of the students used technology while the other half did not. Of those that used technology, they did so to help complete their project and to learn about the technology of the Blind Driver Challenge. Of those that used technology, both stated they would use the technology in the future. Table 6 lists senior students’ post-camp responses.

Table 6: Post Camp Responses of Senior Campers

Questions	Senior Responses
Did attending this program have any effect on your feelings about using a cane?	Yes – 0% No – 100%
After participating in this program, do you feel you are better equipped to be a leader?	Yes – 100% No – 0%
Please explain your answer to the question above.	Working with the younger students helped me become more mindful of setting a good example.  Working as a team helped me gain leadership skills by accepting others’ ideas and appreciating what everyone has to offer. I learned many things by helping the younger kids. I co-lead a team of younger students. This program made me feel more comfortable working with people of varying ages.
After participating in this program, do you feel you are a better mentor/role model?	Yes – 100% No – 0%
Please explain your answer to the question above.	I feel like this program has helped me become a better mentor because I have engaged myself in many activities that involve setting a good example for the younger blind students, such as giving suggestions and showing the ability of a blind scientist. The experience of teaching younger children gave me more confidence as a mentor I gained confidence in helping other people I sort of learned the ropes of being a mentor and realized what people look up to in a person
If you had the opportunity to be mentor to someone in the future, would you capitalize on the opportunity?	Yes – 100% No – 0 %
Are you interested in experiences where you take on a leadership role?	Yes – 100% No – 0%
Please explain your answer to the question above.	I am interested in a career that involves working with other people, and with these people, I would be giving them ideas and helping them with whatever they need.  Doing that makes me feel like a leader. I enjoyed the experience and look forward to doing it again. In a leadership position, I would be able to share my knowledge and have more control over a situation. I may become a TVI [Teacher of Students with Visual Impairments] one day.
Is there anything you previously thought blind people could not do that you now know is possible?	Yes – 25% No – 75%
Please explain your answer to the question above.	One thing that I thought that blind people could not do before now was working with chemicals.  As long as someone is with you to tell you what you’re doing the right thing, you will get a good answer. Because blind people can do whatever sighted people can do. There are certain things that are hard for blind people to do.  For example, blind people cannot drive cars very well.  However, technology is being made for blind people to drive.  But as it is, cars are headed in the direction where blind and sighted drivers will type in the location they desire, and then the care goes there using a GPS.  Also, by the time the technology is perfected for blind people to drive independently, these GPS-guided cars will be here.  Who will want to focus on the road, when they can be reading a book, talking on the phone, doing work, or even, possibly sleeping. No because I have always believed that blind people can do whatever we put our minds to.
What was your favorite part of the program?	I liked the special access to the lab, and the experiment we did in it, about bacteria.  I also loved learning about the properties of liquid nitrogen!  Sharing my project results was so much of a pleasure, too, letting the public know about the wonders of science. The experiments My favorite part was learning how to design a product. My mentor, being able to work with the younger kids and watch them achieve different things in science, doing my own project, and being able to reconnect with fellow federationists.
What was your least favorite part of the program?	There was nothing that I would consider my least favorite; I loved the whole thing! Tasting the vinegar [an experiment] My least favorite part of the program was the time we had to wake up. Junior [campers] doing projects that either didn’t have clear directions or too complicated for them to do on their own
Leading up to the program, you communicated a lot with the teachers and others to plan your investigation.  Was that helpful?	Yes – 100% No – 0%
Please explain the comments to the question above.	I learned how to do it better. Talking my plan over made me realize what parts of the plan were realistic and what parts were not. This was helpful because I was able to plan out what I was going to do and how I was going to do it.  As well as getting basic information that I needed while I was there.
Is there anything we could have done to help you learn more effectively at the program?	I pretty much learned things with other students, but the investigations were mainly independent.  I love being independent with learning. No. Everything was good. I would have liked the program to have gone a day or two longer. Nope.
In this program you had the chance to choose what you learned about.  How do you think this opportunity changed the way you learned?	I do like learning things by myself, and this is important to me because you do just that, most of the time, whilst at the program.  However, when I learn things from a teacher, I tend to get used opt the concepts in my mind, and eventually come to like them.  It depends what the teacher in school is giving instruction on, and it also depends on how well it relates to my own interests, and this leads me to think of new career possibilities. Don’t know It made me learn through trial and error I was able to manipulate what I do and learn what I wanted to learn instead of having someone tell me what I should get out of it.
If you liked having a choice in what you learned, how will you advocate for yourself at school so that you can have more choice in your learning?	I don’t feel like I need a lot of choice in my learning right now because things are required and I accept concepts, but in college, you have a bit of a choice and that’s essential for your career path. Tell the school I did this summer and found out I was able to do it I will ask for adaptations for visual projects. Have the vision team put me back on Braille, and at normal high school, I already take the classes that I want by talking to my class counselor
Did you use technology through the program?	Yes – 50% No – 50%
If you answered “yes” do you think the new technology helped you learn more effectively?	The new technology was the Blind Driver Challenge, which, when it comes to the market, will help me learn how to fink my way around new environments. The new technology helped me complete my project.
If you answered “yes”, do you think you will continue to use the new technology as a learning tool?	The new technology was the Blind Driver Challenge, which, when it comes to the market, will help me learn how to fink my way around new environments. The technology was technology I had never used, such as an iron, saw, and hand drill.  So, in the future, the tools will not help me learn any better, but they may assist me in completing it.

Discussion

Previous research has examined the benefits of utilizing existing or teacher-planned inquiry curricula for students with visual impairments (Jones, et al., 2006; Wild & Trundle 2010b; Wild et al., 2013; Wild, Hilson, & Hobson, 2013). However, students in this camp selected a STEM area and developed their own research questions and methodologies to explore the topics that they had chosen. Data indicate a high level of student satisfaction in conducting self-selected inquiries. Likewise, students were appreciative of the support provided by the content area mentors. Structuring this opportunity for blind students to engage in open inquiry was a unique and empowering experience for all involved.

Additionally, campers appeared to have had positive general experiences that will help them in the future. All of the campers commented on the benefits of the camp in terms of advocating for future needs, being a better leader/mentor/role model, and using technology. However, it is unclear if other students with visual impairments would have a similar experience in a camp of this nature as these students were a convenience sample and not randomly selected. 

Recommendations for Practice

Research has shown that inquiry-based curriculums help students to develop conceptual understandings (Jones, et al., 2006; Wild & Trundle, 2010b; Wild et al., 2013; Wild, Hilson, & Hobson, 2013). However this previous research has failed to examine the life skills that can be associated with inquiry-based instruction for students with visual impairments. Future research should continue to examine the types of life-skills associated with inquiry-based instruction.

In addition, this research examined the benefits for older students with visual impairments to mentor and lead younger students with visual impairments through the inquiry process as well as the use of adult blind mentors to help students with the inquiry process. The data presented in this paper suggest that a program involving blind mentors is beneficial and agrees with findings in previous research (Bell, 2012). Parents, teachers, and other adults should advocate for a person with a visual impairment to serve as a mentor and to be a part of the lives of youth with visual impairments. Further research about the impact of mentors with visual impairments on the lives of other persons with visual impairments should be conducted.

Bibliography

Bell, E. (2012). Mentoring transition-age youth with blindness. Journal of Special Education 46(3), 170-179. doi:10.1177/0022466910374211

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Lynch, S., Taymans, J., Watson, W., Ochsendorf, R., Pyke, C., & Szesze, M. (2007). Effectiveness of a highly rated science curriculum unit for students with disabilities in general education classrooms. Exceptional Children, 73(2), 202-223.

Mastropieri, M. (2005). Margo Mastropieri on science education and students with disabilities. In Carin, A., Bass, J., & Contant, T. (Eds.), Teaching science as inquiry (pp. 287-288). Upper Saddle River, New Jersey: Pearson/Merrill/Prentice Hall.

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Penrod, W. M., Haley, C. D., & Matheson, L. P. (2005). A model for improving science teaching for students with visual impairments. RE:view: Rehabilitation Education for Blindness and Visual Impairment, 37(2), 53-58.

Sahin, M., & Yorek, N. (2009). Teaching science to visually impaired students: A small-scale qualitative study. US-China Education Review, 6(4), 19-26.

Wild, T., Hilson, M.P., & Farrand, K.M. (2013). Conceptual Understanding of Geological Concepts by Students with Visual Impairements. Journal of Geoscience Education, 61(2), 222-230.

Wild, T., Hilson, M.P., & Hobson, S.M. (2013). The conceptual understanding of sound by students with visual impairments. Journal Visual Impairment and Blindness, 107(2), 107-116.

Wild, T., & Trundle, K. (2010a). Talking turkey: Teaching about North America’s greatest conservation story with children with visual impairments. Journal of Visual Impairment & Blindness, 104(4), 198-201.

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