Studies show that active participation in science laboratory activities promotes student learning. However, students with blindness and visual impairments (BVI) often confront obstacles to active participation in the required activities of the college biology laboratory. Legislation requires institutions of higher education to provide accommodations for students with disabilities, yet the institutions must also maintain the academic integrity of their courses and programs. While college biology instructors provide specific accommodations, such as tactile models and audible devices, to enable active participation by students with BVI, they do so without research-supported guidelines for best practices. This mixed methods study sought to evaluate the effectiveness of the specific accommodations provided by gathering the perceptions of students with BVI who had successfully completed a college biology course, and college biology instructors who had taught a student with BVI. Data was collected entirely through researcher-developed, anonymous Internet surveys containing both closed- and open-ended questions. Effectiveness was evaluated by determining whether each student was able to meet seven criteria noted in the literature to be associated with active participation and student learning. Five students and 15 instructors participated. Specific accommodations were not provided for three students. Of the students provided specific accommodations, two met all seven criteria, 15 did not. Results of the study provided insight into methods for continued research evaluating the effectiveness of the specific accommodations provided for students with BVI in the college biology laboratory, and in the laboratories of other STEM disciplines. Study outcomes supported the importance of active participation by students with BVI in biology laboratory exercises, and were consistent with the need for advance planning, instructor professional development, and continued research. As more students with BVI realize success in the college biology laboratory, more may choose to pursue degrees in biology or other STEM disciplines, increasing the representation of students with BVI in the STEM professions.
","abstract_html":"<p>Studies show that active participation in science laboratory activities promotes student learning. However, students with blindness and visual impairments (BVI) often confront obstacles to active participation in the required activities of the college biology laboratory. Legislation requires institutions of higher education to provide accommodations for students with disabilities, yet the institutions must also maintain the academic integrity of their courses and programs. While college biology instructors provide specific accommodations, such as tactile models and audible devices, to enable active participation by students with BVI, they do so without research-supported guidelines for best practices. This mixed methods study sought to evaluate the effectiveness of the specific accommodations provided by gathering the perceptions of students with BVI who had successfully completed a college biology course, and college biology instructors who had taught a student with BVI. Data was collected entirely through researcher-developed, anonymous Internet surveys containing both closed- and open-ended questions. Effectiveness was evaluated by determining whether each student was able to meet seven criteria noted in the literature to be associated with active participation and student learning. Five students and 15 instructors participated. Specific accommodations were not provided for three students. Of the students provided specific accommodations, two met all seven criteria, 15 did not. Results of the study provided insight into methods for continued research evaluating the effectiveness of the specific accommodations provided for students with BVI in the college biology laboratory, and in the laboratories of other STEM disciplines. Study outcomes supported the importance of active participation by students with BVI in biology laboratory exercises, and were consistent with the need for advance planning, instructor professional development, and continued research. As more students with BVI realize success in the college biology laboratory, more may choose to pursue degrees in biology or other STEM disciplines, increasing the representation of students with BVI in the STEM professions.</p>","abstract_has_math":false,"creators":["Heard, Barbara Rae"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Brianna Parsons","Michael Patrick","Mitchell Levy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-05-01T07:00:00Z","date_published":"2016-05-01T07:00:00Z","updated_at":"2026-07-24T05:21:05Z","subjects":["Accommodations","Biology","Students with blindness and visual impairments","Accessibility","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Higher Education","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/48","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brianna Parsons","Michael Patrick","Mitchell Levy"]},{"key":"dc:creator","label":"Author","values":["Heard, Barbara Rae"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-27T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Accommodations","Biology","Students with blindness and visual impairments","Accessibility","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Higher Education","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/48"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Studies show that active participation in science laboratory activities promotes student learning. However, students with blindness and visual impairments (BVI) often confront obstacles to active participation in the required activities of the college biology laboratory. Legislation requires institutions of higher education to provide accommodations for students with disabilities, yet the institutions must also maintain the academic integrity of their courses and programs. While college biology instructors provide specific accommodations, such as tactile models and audible devices, to enable active participation by students with BVI, they do so without research-supported guidelines for best practices. This mixed methods study sought to evaluate the effectiveness of the specific accommodations provided by gathering the perceptions of students with BVI who had successfully completed a college biology course, and college biology instructors who had taught a student with BVI. Data was collected entirely through researcher-developed, anonymous Internet surveys containing both closed- and open-ended questions. Effectiveness was evaluated by determining whether each student was able to meet seven criteria noted in the literature to be associated with active participation and student learning. Five students and 15 instructors participated. Specific accommodations were not provided for three students. Of the students provided specific accommodations, two met all seven criteria, 15 did not. Results of the study provided insight into methods for continued research evaluating the effectiveness of the specific accommodations provided for students with BVI in the college biology laboratory, and in the laboratories of other STEM disciplines. Study outcomes supported the importance of active participation by students with BVI in biology laboratory exercises, and were consistent with the need for advance planning, instructor professional development, and continued research. As more students with BVI realize success in the college biology laboratory, more may choose to pursue degrees in biology or other STEM disciplines, increasing the representation of students with BVI in the STEM professions.
"]},{"key":"dc:title","label":"Title","values":["Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments"]}]}],"canonical_facts":{"dc:contributor":["Brianna Parsons","Michael Patrick","Mitchell Levy"],"dc:creator":["Heard, Barbara Rae"],"dc:date.available":["2016-04-27T07:00:00Z"],"dc:description.abstract":["Studies show that active participation in science laboratory activities promotes student learning. However, students with blindness and visual impairments (BVI) often confront obstacles to active participation in the required activities of the college biology laboratory. Legislation requires institutions of higher education to provide accommodations for students with disabilities, yet the institutions must also maintain the academic integrity of their courses and programs. While college biology instructors provide specific accommodations, such as tactile models and audible devices, to enable active participation by students with BVI, they do so without research-supported guidelines for best practices. This mixed methods study sought to evaluate the effectiveness of the specific accommodations provided by gathering the perceptions of students with BVI who had successfully completed a college biology course, and college biology instructors who had taught a student with BVI. Data was collected entirely through researcher-developed, anonymous Internet surveys containing both closed- and open-ended questions. Effectiveness was evaluated by determining whether each student was able to meet seven criteria noted in the literature to be associated with active participation and student learning. Five students and 15 instructors participated. Specific accommodations were not provided for three students. Of the students provided specific accommodations, two met all seven criteria, 15 did not. Results of the study provided insight into methods for continued research evaluating the effectiveness of the specific accommodations provided for students with BVI in the college biology laboratory, and in the laboratories of other STEM disciplines. Study outcomes supported the importance of active participation by students with BVI in biology laboratory exercises, and were consistent with the need for advance planning, instructor professional development, and continued research. As more students with BVI realize success in the college biology laboratory, more may choose to pursue degrees in biology or other STEM disciplines, increasing the representation of students with BVI in the STEM professions.
"],"dc:identifier":["https://dune.une.edu/theses/48"],"dc:subject":["Accommodations","Biology","Students with blindness and visual impairments","Accessibility","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Higher Education","Science and Mathematics Education"],"dc:title":["Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:05Z"}