Centering Voices of Students with Blindness or Low Vision to Improve Inclusive Chemistry Lab Experiences

Abstract Information: This paper discusses lessons learned from evaluating a program in which high school students with blindness or low vision (BLV) engage in a three-day special research experience (SRE) designed to make chemistry more accessible and increase students’ self-efficacy. In each SRE, about 10 high school students learn chemistry concepts through exploring tactile materials, conduct an experiment in a college chemistry laboratory, and receive mentorship from chemists with BLV. To evaluate the SREs, we collaborated with the program team to design accessible data collection methods that accurately capture students’ experiences and perspectives. For each SRE, we conduct observations and a survey and focus group with participants. We also surveyed staff from the Texas School for the Blind and Visually Impaired who accompany the students to incorporate their perspective and experience educating BLV students.

These methods have yielded rich qualitative data that helps us center student voices in reporting our findings. For example, in the focus groups, students have shared how they had been excluded from participating in science labs in school and how that affected them, and how being fully included in the SRE positively impacted their view of what was possible for individuals with BLV and their sense of belonging in science. Students also shared ideas for how the SRE could be made more accessible to them, which the program used to refine the SREs. This paper shares strategies learned for fully including students with BLV in data collection and centering their voices to inform program improvements.