Chemistry and the Visually Handicapped G. A. Crosby Washington State University, Pullman. WA 99164 The presence of sight-impaired students in chemistry courses is not a new phenomenon. In the past, many students with maior visual nroblems have orofitablv attended lahoratories and succes~fullycompeted againstsighted students. Thev never identified themselves as handicapoed. Often the instiuctor, and the laboratory assistant, ne&r realized the degree of impairment, or even its existence. By their accomplishments these students have demonstrated several cardinal points. (1) Visually impaired students can compete in laboratory courses with their sighted colleagues. (2) They often require no special considerations at all. (3) The accommodation of increasing numbers of students with sight problems in beginning, and higher, chemistry courses can he accomplished with a minimum of effort, if a spirit of caoperation exists among faculty and students, and a heightened awareness of the problems of both groups is attained. Faculty members must recognize that visually impaired students are students first of all, students whose abilities vary, whose needs are individual, and whose impairments are unique and wide ranging. Except for their specific identifiable visual handicaps, however, these students are often less in need of special treatment than others in the class who are emotionally disturbed, possibly addicted to drugs, or possess internal physical disorders. With a modicum of awareness, an ooen mind. and above all. a common sense annroach to attendant problems, integrating visually impaireditudents into the chemistrv curriculum can he smooth and efficient. Moreover, the experience can turn out to he beneficial to all students, not just the impaired group. General Information Before proceeding to the practical problems accompanying students. some factual inthe teachine of visuallv - imoaired . formation s ~ o u l dhe communicated and a few misconceptions dissolved. (1) Visual impairment is a matter of degree. Some students just have poor vision, and little or no special treatment is required. Perhaps an assigned seat in the lecture hall directly under a
light is all that is needed. Others may want magnifying glasses to read burets in the lab; whereas, some may be totally blind and require a sighted assistant. Each one is an individual with unique problems. (2) Not all blind students read braille; in fact, only a small percentam them . ..--. ~nf .~ . - ~do. .~~(3) Visually impaired students do not have similar responses and skills. They vary in competence, intelligence, motivation, and determination, just as sighted students do. (4) Visudy impaired students do not require leniency;in fad, most do not expect it. Thev expect,however, to receive consideration in those facets of the ed"cationa1 process where they need it. No more. and no less. ( 5 ) Ac~~mmodat~ng the visually impaired in lectureand laboratory dues not require a mammuth investment in in.itrucrional time and muunrs, unless the faculty membcrchooseq tonllou,thrcc concerns to overwhelm him. Common sense must reign. The purpose of this article is twofold. The first goal is to sensitize faculty members to the unique problems encountered hy visually impaired students in chemistry courses. A second is to supply information and guidelines to faculty members and chemistry departments that will aid them to adapt to the
206
Journal of Chemical Education
nresence of the sieht imoaired into their classrooms and lah" oratories. The discussion that follows is not exhaustive. Nor can it he. The method is to focus on perceived problems and proffer solutions. often hv citing- examdes. The approach is a positive .. one, qlncini: the burden ot'lmrning within the constraints of the science curriculum, as much a? wssible, where it definitely belongs-on the shoulders of the student. Identification of Visually lmpalred Students Visuallv impaired students are often shv. Reluctant to step forward, theioften fail to communicate their concerns and mtential learnine obstacles to the instructor. Yet, unless these & t r d ~ n t are s dis~cowredsoon in the course, problems may mulripls. Karly identification can be accomplished by asking handkapped students to contact the instructor by phone or face-to-face during office hours. If the institution has an Office of Student Services for the handicanned. .. . ask that erouo to search the class list and identify the visually impaired. The imoortant noint is to establish rannort with the bandicanned &dent a; early as possible, piiferahly before the c&e begins. A nersonal interview a t the beeinnine of the term is t h e best way to prevent small f r o m e s c a ~ a t i ninto ~ hie ones. Remember, each student is unique. An interview in which instructor and student discuss the disability openly and honestly is the best method of resolving i;;sue;i and planning a strategy of accommodation in lecture and laboratory that is mutually satisfactory. v
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The Visually In the Lecture Hall . ImDaired . Most students in the lecture hall are not visually impaired. They view and sketch slides, takes notes from the hoard, and read the textbook without visual aids. They respond to the characteristic body movements and facial expressions of the instructor and record visual records of classroom demonstrations. For the sight impaired, some, or all, of these learning mechanisms are either precluded or substantially impeded. Yet, most handicapped students, even those who are totally blind, manage to profit considerably from lectures. The instructor can, however, facilitate their learning by adhering to eood oedaeoeical methods. '' A iew desiderata for improving lwrures are listed below. The skilled instructor will he able to augment the list ronsiderahly. (1) Use good diction and desmiheclearly what is being writtenon the board. Avoid pronouns such as "this" or "that" and use nouns instead. Naming a substance takes no mare time than referrine to it as "this s;bstance!' and the Droner name convew far more information. (2) When performing demonstrations,desmihe them fully, mention colors and amounts, detail physical changes accurately, aeeentuate the pertment data. (3) If shdes or overhead prqections are employed. describe them innsvsrematicwav toorrent the blindstudent. Hecon&trnt, always praeeeding&ckwise, for instance, to enumerate points. Mention units on ordinate and abscissa, scales, ranges, ete. Be explicit. The phrase: "When the temperature increases from 20° to 50°C" is far more meaningful than "When the temperature goes from here to there." (4) When assignments are given by writing them on the side of the board, mention that the information is there. The visually impaired student will find a way to obtain it.
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Followine ~roceduressuch as those listed above will aid visually impaired students considerably. In fact, all students will benefit from an instructor's heightened awareness of the difficulties encountered by the hlind or almost blind. If the lectures are tape-recorded routinely, as many lectures are, following the advice given above will also enhance the value of these records. Durine the hiehlv .. . recommended oersonal interview described ahuve measures to prevent many potential difficulties of the sirht imnalred in the lecture hall can be formuli~ted.'l'he studentmay jist need a front seat, or possibly a chair near an outlet where a taDe recorder can be ~ l u e a e din. A few moments' discussioncan resolve the iss;e. I f a n overhead projector is used constantly, a front chair may not be the best. Discuss the matter. ~ o w a s s i ~ n m e nare t s made, whether the student needs to have them put into braille, what his preferences and needs really are should be discussed opedy. Remember, it is the instructor's job to teach chemistry and help students to learn it. These obiectives include teachine the sight-impaired student within" the constraints of timeand resources. In the end, however, it is the student's responsibility to obtain his own education. Most handicapped students have been fending for themselves in classrooms for years. They are often self-sufficient, sometimes fiercely so. Many of their needs will be surorisinelv modest and easilv satisfied with minimal effort on-the p&t of the instructor.. The Visually lmpalred in the Chernlsiry Laboratory When asked to allow a visuallv " imoaired . student to work in the lahoratory, the instructor may react negatively: "If you can't mani~lllatethe eaui~ment.YOU can't he in the lab." Yet. many students with extreme vis& handicaps have mastered chemical laboratory work. Some have passed through the sessions virtually unnoticed. Possibly only a magnifying glass was employed as an aid, or the student relied casually on a partner, or a colleague a t an adjacent desk to read some numbers or confirm observations. No extra work for the instructor was required a t all. The degree of disability is the important variable. It determines the policy to be adopted. Once again, early recognition of the problem followed by a frank discussion of specific needs is the best method to follow. What about totally blind students, however? Should they be given access t o the chemistry laboratory, and most of all, will they benefit from the exercise? Experience has already answered the second question. Blind students who have been accommodated in thelaboratory setting testify that lab is not only educational, but enjoyable. For them, the hands-on exnerience was vital. We return to the fmt ouestion: What s h s can be taken to provide access to the laboratory for the partially handicapped? For the totally blind?
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Orienting Visually Impaired Students in the Laboratory The partially handicapped atudent may require no special laboratory orientation at all. Yet, one desk space may be better suited for him than another. Perhaps the lightingis better, or the chair fits against the wall. Some lab desks may he unsuitable due to heavy traffic to reagent shelves or because they are near sinks. In consultation with the student the best compromise can be reached. When a sighted assistant is required (see below), the choice of location may bedictated by other factors. Work out the problems right away. Some students with partial sight may need bigger letters on the reagent bottles, a magnifying glass to read burets, a larger notebook than that prescribed for the course, etc. These are requirements that are met easily. Usually the student takes care of them himself. Consideration and encourwement is all . that the lab instructor need supply. Blind students like familiar surroundings. Even though they mav never exnect to visit remote narts of the room. thev should be allowed to "see" the entire'setting. A half hokalo; with the lab instmctor, locating sinks, faucets, reagent shelves,
hoods, safety showers, etc. will orient the student and help him choose the best place to work. He will find the exits, understand the desk configurations, memorize the positions of the utilities, etc. The laboratory becomes a familiar place, and he becomes comfortable in it. This orientation session can he used also to explain the safety rules, outline fire drill procedures, etc. I t is also the time to show what parts of the laboratory are unsafe for him and to explain the cogent reasons for avoiding them. Not all blind students have euide does. but some do. For the animal's health and safety, a i d the sif& of others, the dog should be outside the laboratory. A small office nearby, an out-of-the-way spot a t the far end of the balance room, or a cozy place under an unused desk might he ideal for the animal. These dogs are accustomed to being parked. They are obedient, sensitive, and loyal. After a few weeks no one will really notice the dog's presence. The Role of the Sighted Assistant
For a totallv blind student a siehted assistant is an absolute l ~ is a student who has already taken necessity. ~ s i e c i a luseful the course and is familiar with the e a u i ~ m e nand t terminology. Irlenlly, the sighted assistant s h d l function as a motor extensim of the hlind student. The latler does the thinkinr: the former manipulates equipment, describes what happens; and does what he is told. The sighted assistant is not taking the course; his role is auxiliary only. The blind student does as much as he can for himself. Finding a sighted assistant who functions in the manner described is up to the blind student. The instructor can help by making an announcement of the need, suggesting names, etc. Moreover, the instructor can insist that the sighted assistant function properly. The hlind student is taking the course and should interact directly with the lab instructor, not throuah the sighted assistant. ~heernpl
