Adapting Advanced Inorganic Chemistry Lecture and Laboratory Instruction for a Legally Blind Student
Adapting Advanced Inorganic Chemistry Lecture and Laboratory Instruction for a Legally Blind Student
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DOI：
10.1021/ed500489c
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发表时间：
2015-08-01
影响因子：
3
通讯作者：
Donaruma, Cristine E.
中科院分区：
文献类型：
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作者：
Miecznikowski, John R.;Guberman-Pfeffer, Matthew J.;Donaruma, Cristine E.
在这篇文章中，描述了在讲课和实验室中成功地向一个合法的盲人学生教授高级无机化学的策略和技巧。在费尔菲尔德大学，这些有物理化学必修课或必修课的独立课程是为化学和生物化学专业的初级和高级学生开设的。学生在每堂课(三个学分)和实验室课程(两个学分)各获得一个单独的分数。对课程主题进行了概述，然后介绍了课程的一般安排和所使用的具体方法。学生助教非常乐于助人，并为盲人学生提供了额外的支持。学生助理被用于实验室课程、习题集和考试。文中提供了在整个课程中对法律盲人学生有帮助的具体例子和详细的方法解释。这位法律上失明的学生受益于对复杂事物、数字和图表的广泛、口头描述。此外，学生还受益于对人物和模型的触觉描述。学生助理和额外的办公时间是盲人学生在高等无机化学方面取得成功和脱颖而出的关键。本文中讨论的方法是学生在整个学期中即时和持续反馈的产物。这名学生经常在课后评论说，他听课了或感到困惑，而后者的评论引发了不同方法的实验。
In this article, the strategies and techniques used to successfully teach advanced inorganic chemistry, in the lecture and laboratory, to a legally blind student are described. At Fairfield University, these separate courses, which have a physical chemistry corequisite or a prerequisite, are taught for junior and senior chemistry and biochemistry majors. A student earns a separate grade in each the lecture (three credits) and the laboratory course (two credits). An overview of the course topics is given, followed by general accommodations and specific approaches that were used. Student assistants were very helpful and provided extra support for the blind student. Student assistants were utilized for the laboratory course, problem sets, and exams. Specific examples and detailed explanations of approaches that were helpful to the legally blind student throughout the entire course are provided. The legally blind student benefited from extensive, verbal description of complexes, figures, and diagrams. In addition, the student benefited from tactile description of figures and models. The student assistants and extra office hours were essential for the blind student to succeed and excel in advanced inorganic chemistry. The approaches discussed in this paper are the product of immediate and continual feedback from the student over the course of the semester. The student would frequently comment after class that he followed the lesson or was confused, and the latter comment elicited experimentation with different approaches.