Access to Math and Science Content for Youth Who Are Blind or Visually Impaired

By Edward C. Bell, Ph.D., and Arielle M. Silverman, Ph.D.

Preferred Citation

Bell, E. C., & Silverman, A. M. (2019). Access to Math and Science Content for Youth Who Are Blind or Visually Impaired. Journal of Blindness Innovation and Research, 9(1). Retrieved from doi:


Youth between the ages of 10-18 were surveyed during the Fall of 2016 related to their experiences of accessing math and science-related content in schools. Youth shared the most common methods currently used to access these materials in class and the various combinations of low-tech and high-tech solutions at their disposal, including print, braille, and various means for performing calculations. While the vast majority of youth reported having a Teacher of the Visually Impaired or aid who helped them with math and science work, 82% reported having trouble accessing information that teachers put on the board most of the time or occasionally. Youth were overall positive about their desire to learn math and science in school. However, they also reported that factors such as receiving their materials later than classmates, not having visual concepts adequately explained, and classroom teacher's general lack of comfort while working with these youth were all cited as deterrents to learning.


Access Barriers, science, math, computer-based assignments, blind, visually impaired

Full Text:



The Journal of Blindness Innovation and Research is copyright (c) 2019 to the National Federation of the Blind.