SBIR Phase II: Promoting STEM Education for Students Who are Blind or Print Disabled through the Development of the First Talking Pocket Size Scientific Data Collection Device

这一小型企业创新研究(SBIR)第二阶段项目将提供技术，为有印刷障碍(即失明、视力低下和学习障碍，阻碍文本处理)的学生提供直接参与科学数据收集和分析的能力，这些学生通常被降级为科学课堂上的被动观察员。科学教育涉及数据的收集、处理和检查，其中大部分是基于视觉的文本形式，这对有印刷障碍的学生来说是个问题。该项目的目标包括为收集和处理数据开发非视觉技术。LabQuest是一款流行的科学数据收集设备，在许多主流教室中使用，目前打印障碍的学生无法使用它，因为它是通过一个文本丰富的可视化触摸屏菜单进行操作的。第二阶段的目标是通过完全结合文本语音转换软件(导致第一阶段开发的Talking LabQuest的增强版本)、非视觉收集和处理数据、开发Talking LabQuest与盲文笔记记录器(视力有障碍的个人经常用于存储和操作数据的非视觉计算机化设备)和压纹机等外围设备之间的软件接口，使LabQuest的所有功能都可供印刷残疾学生使用。所有开发的特性、功能和界面都将由打印障碍人士进行现场测试，以便于操作。根据第一阶段的成功，预计印刷残疾人士将能够独立操作拟议的技术。该项目更广泛的影响/商业潜力涉及将通常被剥夺这些领域权利的人群纳入科学、技术、工程和数学(STEM)教育和职业。印刷残疾人在STEM领域的大专学习和职业生涯中任职人数不足。行为研究表明，对自己在特定领域独立发挥作用的能力的自信是一个人是否选择该领域作为职业道路的重要决定因素，实践经验有助于增强一个人对独立发挥作用的能力的自信。该SBIR项目第一阶段的数据与行为科学研究一致；具体地说，该技术被证明可以由盲人或视障学生独立操作来收集和处理数据。第一阶段的研究结果还表明，这些亲身实践的科学经验与学生信念的增加有关？在科学活动中独立发挥作用的能力，更倾向于考虑在STEM的大专学习和职业，并提高学术成绩。这些数据表明，拟议的增强技术在商业上的广泛可获得性将有助于增加印刷残疾个人在STEM研究和专业中的代表性。印刷残疾人将能够在科学教室和实验室独立工作，并能够根据能力和兴趣选择教育和职业道路。此外，由于残疾人经常失业或就业不足，并接受政府援助，他们更多地进入STEM领域可能会减轻纳税人的负担。

This Small Business Innovation Research (SBIR) Phase II project will produce technology to provide students with print disabilities (i.e., blindness, low vision, and learning disabilities that inhibit processing of text), who are commonly relegated to being passive observers in science classrooms, with the ability to directly participate in scientific data collection and analysis. Science education involves the collection, manipulation, and examination of data, most of which is in visually based textual form, which is problematic for students with print disabilities. The project objectives involve the development of non-visually-based technology for the collection and manipulation of data. The LabQuest, a popular scientific data-collection device used in many mainstream classrooms, is currently not accessible by students with print disabilities because it is operated through a text-rich, visual touch-screen menu. The objectives of Phase II focus on making all features of the LabQuest accessible to students with print disabilities through fully incorporating text-to-speech software (resulting in an enhanced version of the Talking LabQuest developed during Phase I), non-visual collection and manipulation of data, the development of software interfaces between the Talking LabQuest and peripheral devices such as Braille note-takers (non-visually-based computerized devices frequently used by individuals with visual impairments for storing and manipulating data) and embossers for producing tactile graphs. All features, functions, and interfaces developed will be field tested by individuals with print disabilities for ease of operability. Based on Phase I successes, it is anticipated that individuals with print disabilities will be able to independently operate the proposed technology.The broader impact/commercial potential of this project concerns the inclusion in science, technology, engineering, and mathematics (STEM) education and professions of a population that has typically been disenfranchised from these fields. Persons with print disabilities are underrepresented in postsecondary studies and careers in STEM fields. Behavioral research suggests that self-belief in one's capacity to independently function in a particular field is an important determining factor in whether one chooses that field as a career path, and that hands-on experiences contribute to one's self-belief regarding the capacity to independently function. Data from Phase I of this SBIR project are consistent with behavioral science research; specifically, it was demonstrated that the technology can be independently operated by students who are blind or visually impaired to collect and manipulate data. Phase I findings also indicated that these hands-on science experiences were associated with increased beliefs in students? capacity to independently function in science activities, increased inclination to consider postsecondary studies and careers in STEM, and improved academic outcomes. These data suggest that wide commercial availability of the proposed enhanced technology will help increase the representation of individuals with print disabilities in STEM studies and professions. Persons with print disabilities will be able to work independently in science classrooms and laboratories, and will be able to choose educational and career paths based on aptitude and interest. Additionally, because individuals with disabilities are frequently unemployed or underemployed and receive government assistance, their increased entry into STEM fields may reduce taxpayer burden.