Teacher Training Workshop for Educators of Students Who Are Blind Or Low Vision

Supalo et al.: Teacher Training Workshop for Educators of Students Who Are Blind or Low Vision

Vol. 13, No. 1- Spring, 2009 Journal of Science Education for Students with Disabilities

Teacher Training Workshop for Educators of Students Who Are ● , Danielle Dwyer, Heather, L. Eberhart, Blind or Low Vision Natasha Bunnag, Thomas E. Mallouk Cary A. Supalo, Danielle Dwyer, Heather L. Eberhart, Natasha Bunnag, and Thomas E. Mallouk

Abstract: The Independent Laboratory Access for the Blind (ILAB) project has developed a suite of speech accessible tools for students who are blind or low vision to use in secondary and post- secondary science laboratory classes. The following are illustrations of experiments designed to be used by educators to introduce them to the ILAB tools, and to demonstrate how these tools can be incorporated into standard laboratory experiments. Information about the Lawrence Hall of Science’s SAVI/SELPH curriculum is also discussed.

INTroDuCTIoN A 1993 study found that over 2/3 of graduates from the schools for the blind were unem- Residential schools for the blind have pro- ployed and a significant percentage received vided educational services to students who uncompetitive wages (6). In addition, only are blind or low vision (BLV) for well over 2.7% of the workforce in the science, technol- 100 years (1). In 1975, the passage of public ogy, engineering, and mathematics professions law 94-142 (Education of All Handicapped are physically disabled, and, of this percent- Children Act, later renamed the Individuals age, only a small number are blind (2). Provid- with Disabilities Education Act) started the ing blind and visually impaired students with trend for students who are blind to enter the the opportunity to work in a science labora- mainstream classroom (2). However, this trend tory can be advantageous to their employ- is leading to the enrollment of a larger propor- ment expectations. The provision of tools and tion of students with multiple disabilities and/ training, which can increase their self-efficacy or lower cognitive abilities in the residential with regards to the performance of laboratory schools for the blind (3). tasks, may encourage students who are BLV to pursue these lucrative professions (7). According to Omvig, the quality of education and training will decline, and the assistance WHAT ArE THE TooLS? and support a student who is BLV initially needs will be drawn away because of the im- Submersible Audible Light Sensor (SALS) mense amounts of staff time needed to help the severely disabled (4). Day recommends The SALS is a battery-powered device that that residential schools for the blind shift registers solution color change or precipitate from a more purely academic role to an “en- formation in real time with sound (8). The abling readiness” mentality, giving students design is user-friendly, with talking controls with BLV the skills necessary to thrive in a and output, and is also cost effective (parts and sight-centered world and the ability to learn labor cost $50-100, depending on the number and develop throughout their lifetimes (5). of units produced). The SALS is based on a

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Teacher Training Workshop for Educators of Students Who Are Blind or Low Vision Vol. 13, No. 1- Spring, 2009 Journal of Science Education for Students with Disabilities

photocell that measures light intensity chang- the conductivity probe attached to a 25 mL es. The photocell is encased in a transparent volumetric pipette, which can be immersed “wand” that is small enough to allow measure- into the separatory funnel. This apparatus was ments to be made in ordinary test tubes or developed for a biodiesel synthesis/separation beakers. The test tube or beaker is placed over experiment, which was performed by 20 high a light box or a white reﬂective surface such school students at the National Federation of as a piece of printer paper, as illustrated in the Blind (NFB) Youth Slam in summer 2007. Figure 1. As a reaction proceeds, the varying light intensity at the tip of the sensor wand is converted electronically to an audible tone. The chemical change (e.g., how cloudy or dark the solution becomes) is indicated by a more pronounced change in pitch, usually from high to low. The SALS control box has a memory function that allows reference and data pitches to be stored. It can output these pitches directly or as spoken frequency values.

FIGURE 1. Monitoring a color change in a chemical reaction using the SALS and a light box.

The SALS control box can also be ﬁtted with FIGURE 2. A simple ionic conductivity a simple conductivity probe that allows it to probe (consisting of two insulated wires, detect the conductivity difference between exposed at the tip with a gap between them) two solutions, for example, aqueous and can be used with the SALS controller box non-aqueous layers in a separatory funnel. to convert conductivity to audible pitch. This allows the student conducting an organic chemistry experiment to use the separatory Vernier Laboratory Probes and JAWS Scripts funnel, detecting the point at which the more A number of experiments have been adapted dense solution has passed completely through for students who are BLV, using the Vernier the stopcock at the bottom. Figure 2 shows Software & Technology laboratory probe

10 http://scholarworks.rit.edu/jsesd/vol13/iss1/3 2 DOI: 10.14448/jsesd.02.0002 Supalo et al.: Teacher Training Workshop for Educators of Students Who Are Blind or Low Vision

Teacher Training Workshop for Educators of Students Who Are Blind or Low Vision Vol. 13, No. 1- Spring, 2009 Journal of Science Education for Students with Disabilities

line in conjunction with their Logger Pro 3.5 Logger Pro also allows the space bar to start data collection software package. These have and stop data collection, which gives a student been successfully interfaced with the Job who is BLV unprecedented control over data Access with Speech (JAWS) text-to-speech collection. Once collection has concluded, screen reader package by means of the JAWS data can be exported into Microsoft Excel, al- scripting language, which is flexible enough lowing a student who is blind to eliminate bad to allow computer programmers to custom- data points and construct a best-fit line. ize JAWS for applications not envisioned by JAWS software engineers. For the first time, Vernier’s Lab Pro serves as a probe inter- this allows a screen reader to relate all data face hub and is connected to a PC via a USB displayed on Logger Pro. The Vernier probes standard cable. The Lab Pro can be powered and JAWS software may be used in conjunc- either by four AA batteries or by AC power. tion with more recent versions of Logger Pro This device contains four analog ports for the as well. Additionally, the Ohaus Scout Pro line Vernier analog probes, as well as two digital of balances is among the few types of balances sonic ports allowing the use of digital probes that are Vernier Logger Pro compatible. such as the Vernier drop counter. The Vernier temperature probe, pH probe, colorimeter, and A set of hotkeys allows students who are BLV Vernier drop counter were used in the various to listen to real-time probe readings from experiments in this training workshop. Logger Pro. The control+shift+S keystroke announces the order of the probes displayed Laboratory tools for students with BLV were on the sensor line, and corresponding real- developed in the 1970s at the Lawrence Hall time probe readings are announced by using of Science at UC-Berkeley. Their curriculum, keystrokes constructed in a similar manner: Science Activities for the Visually Impaired/ control+shift+1 announces the first probe read- Science Enrichment for Learners with Physical ings, control+shift+2 announces the second Handicaps (SAVI/SELPH) (10, 11), consists probe readings, etc. If control+shift+S an- of low- tech (and inexpensive) ways for BLV nounces temperature, pH, and conductivity, students to work with non-volatile chemicals; in that order, then control+shift+3 announces specifically, liquid measurement using notched readings for the conductivity probe (9). syringes, Braille-labeled floaters for use in conjunction with graduated cylinders, non- Another hotkey is control+shift+A, which traditional metal thermometers that allow for announces all objects on the screen. This Braille labels, and easy bench-top organiza- includes descriptions of X-Y Cartesian graphs, tional methods are stressed. One technique is real-time probe readings (both digital and the utilization of a standard cafeteria tray to be analog), and access to the data table. All are used in the work space of the student who is accessible with the control+tab keystroke. BLV. All glassware needed for the experiment When the table is selected, the up, down, left, can be placed on the serving tray by the teach- and right arrows navigate columns and rows er in advance of the lab period starting. This of the data table, which are read along with the helps students who are BLV to know exactly data displayed at that data point (9). where glassware and other essential equipment

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Teacher Training Workshop for Educators of Students Who Are Blind or Low Vision Vol. 13, No. 1- Spring, 2009 Journal of Science Education for Students with Disabilities

are located and minimize possible accidents. It of transmittance and amount of absorbance. also doubles as a spill tray to minimize chemi- The colorimeter is an analog probe device that cal spills in the work space. connects to the Vernier Lab Pro by using one of the four analog ports. It emits light from a OVERVIEW LED light source through a vial of sample that is then recorded by the Logger Pro data collec- On March 1, 2008, the Independent Labora- tion software. tory Access for the Blind (ILAB) project sponsored a teacher training workshop at the Transmittance is a measurement of the quan- Pennsylvania State University main campus, tity of light that passes through a sample. the purpose of which was to provide a hands- on laboratory experience both for students who are BLV and teachers from the State College, Pennsylvania, community. This work- Above is the formula for transmittance, where

shop was made eligible for Pennsylvania Act I0 is the intensity of the incident light and I 48 continuing education credit. The workshop is the intensity of the light coming out of the was designed to be completed in two hours. A sample. The amount of transmittance recorded presentation titled “What to Do if a Blind Stu- from the colorimeter is a percentage. Absorp- dent Should Enroll in My Science Class,” was tion is the process of absorbing light, while presented by Cary Supalo. This presentation absorbance is the quantity of light being ab- discussed various tools for making reading and sorbed. Absorbance is relative to the percent of writing available to the blind, and discussed transmittance. The relationship is shown in the aspects of legislation and basic teaching tech- equation below. Absorbance is directly related niques and resources available to educators of to concentration; the larger the absorbance is, the blind. A second presentation titled “Low- the more concentrated a solution is. Cost Tools and Techniques,” was presented by Thomas Mallouk, which covered some low- A= log (1/T) cost tool ideas developed by members of the ILAB team, and included techniques devel- Materials: oped as part of the SAVI/SELPH curriculum ● 3 50 mL beakers from the Lawrence Hall of Science. ● 75 mL water ● 1 1 mL syringe Experiments ● 1 bottle of food dye (green) Activity 1 (12): ● 1 glass stirrer Determine Concentrations Using the Colorimeter ● 3 colorimeter cuvettes ● 1 colorimeter In this experiment, the Vernier colorimeter is ● 1 Lab Pro used to record the transmittance and absorbance of solutions of water and food dye. Dif- Prepare water and food dye solution by add- ferent concentrations of food dye are measured ing 25 mL of water in each beaker. Mix in in the colorimeter to determine the percentage 2, 4 and 6 drops of food dye in the separate

http://scholarworks.rit.edu/jsesd/vol13/iss1/3 4 DOI: 10.14448/jsesd.02.0002 Supalo et al.: Teacher Training Workshop for Educators of Students Who Are Blind or Low Vision

Teacher Training Workshop for Educators of Students Who Are Blind or Low Vision Vol. 13, No. 1- Spring, 2009 Journal of Science Education for Students with Disabilities

beakers. The beakers should be labeled for solution, we can sort the beakers in order of the instructor, unknown to students. Buttons concentration. on the colorimeter should be Braille-labeled. Activity 2 (13): The colorimeter should be connected to the Separation of Aqueous and Organic Layers Lab Pro by means of one of the analog ports, which is then connected to the computer via a Aqueous and organic liquids will naturally USB port. form two layers when put together in a container. This happens because of the “like Logger Pro 3.5 should be opened at the begin- dissolves like” principle. Polar aqueous liquids ning of the experiment. will not mix with non-polar organic liquids. Procedure: One method to separate these two layers is 1. The colorimeter should be calibrated before with a separatory funnel. In this experiment a performing the experiment. Check to make separatory funnel and the Submersible Audible sure the wavelength setting on the colorimeter Light Sensor (SALS) are used to separate is at 470nm. Fill a cuvette with distilled water. water and vegetable oil. 2. Cap the cuvette and place it in the port in Materials: the colorimeter. The colorimeter reading is ● 1 250 mL separatory funnel obtained by pressing the space bar on the ● 1 100 mL graduated cylinder keyboard. JAWS will announce, “Collec- ● 1 50 mL graduated cylinder tion in progress.” After about 10 seconds, ● 1 25 mL plastic syringe press the space bar again to stop the reading ● 100 mL water and JAWS will announce, “Stop collect- ● 50 mL vegetable oil ing.” There’s a table on the left side of the ● 1 100 mL beaker screen that shows the time in seconds, the ● 2 250 mL beakers percentage of transmittance and the absorp- ● 1 ring stand tion level. At 10 seconds, the transmittance ● 1 funnel and absorbance is most accurate so the ● 1 400 mL beaker value should be recorded. There should be ● 1 1000 mL beaker 100% transmittance and 0 absorbance. ● 1 SALS sensor and conductivity probe 3. Press the CAL button and hold it down for ● Procedure: 5 seconds. The absorbance is now calibrated to read 0.000 or 0.001. 1. Measure out 100 mL of water into the 4. Use the 1 mL notched syringe to draw out 100 mL graduated cylinder using a 25 mL solution from the beaker and transfer it into notched syringe. Keep the 100 mL gradu- the colorimeter cuvette. Repeat this process ated cylinder in one of the 500 mL beakers so that 2 mL of this food dye solution is in while measuring to minimize spillage. Pour the cuvette. the water into the 250 mL separatory funnel 5. Run the colorimeter again by ﬁlling the cu- using the funnel. Make sure the stopcock is vette with the unknown solutions. Record closed when pouring liquid into it. the amount of absorbance. Since absor- 2. Measure out 50 mL of vegetable oil into the bance correlates with the concentration of a 50 mL graduated cylinder using a 25 mL

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Teacher Training Workshop for Educators of Students Who Are Blind or Low Vision Vol. 13, No. 1- Spring, 2009 Journal of Science Education for Students with Disabilities

notched syringe. Keep the 50 mL gradu- ● Tap water ated cylinder in one of the 500 mL beakers ● One 1 L Erlenmeyer flask, with stopper while measuring to minimize spillage. Pour ● 2.5 grams glucose vegetable oil into the 250 mL separatory ● 2.5 grams sodium hydroxide funnel using the funnel. ● 0.1% solution of methylene blue 3. At this point the SALS sensor will be used to distinguish between the two layers of Procedure: liquid. Turn on the SALS sensor by holding 1. Fill the Erlenmeyer flask half full with tap the Power button (the top button on the left water by using a SAVI/SELPH volumetric of the SALS sensor) for two seconds. Press floater device. the Play button (the second button, under- 2. Measure 2.5 grams of glucose on the Ohaus neath Power) until the SALS sensor says Scout Pro balance by using the JAWS with “Constant Tone Mode.” After this, move Logger Pro interface. Dissolve the glucose the conductivity probe up and down in the in the water. liquid to hear a tone difference between the 3. Measure and dissolve the 2.5 grams of oil layer and the water layer. sodium hydroxide in the flask. 4. Lower the conductivity probe to rest at the 4. Use notched syringe to add 1 mL of 0.1% bottom of the separatory funnel. methylene blue to the flask. 5. Open the stopcock on the separatory funnel 5. Put the stopper on the flask and shake to so that the water layer begins to drain out of dissolve the dye. The solution at this time the separatory funnel and into the 250 mL should be blue. beaker. When the tone changes, close the 6. To determine the change in color, use the stopcock and the two layers will have been SALS sensor. Turn it on by pressing and separated. The oil layer should completely holding the Power button. In order to hear remain in the separatory funnel; the water the tone continuously so that the change layer will have been separated out. in color will be easier to detect, hold the 6. Dispose of the materials in the appropriate Play button down until you hear the sensor waste container. speak “Constant Tone Mode.” 7. Remove the stopper and insert the SALS Activity 3 (14): sensor probe into the solution in the flask. Blue Bottle Reaction 8. The color of the solution will slowly change from blue to clear as the methylene The “Blue Bottle Reaction” is a great way to blue is oxidized from the air. demonstrate the change in color of a solution 9. To see the blue color again, swirl the solu- due to the effects of oxidation. The solution tion in the flask. The solution will change will start out blue and gradually become color- from clear to blue and back to clear. less. The blue color can be restored if the solu- 10. When finished, the contents of the reaction tion is shaken up again. The use of the SALS can be poured down the drain with excess sensor in this experiment will prove to be very water. helpful in detecting those color changes. Materials:

14 http://scholarworks.rit.edu/jsesd/vol13/iss1/3 6 DOI: 10.14448/jsesd.02.0002 Supalo et al.: Teacher Training Workshop for Educators of Students Who Are Blind or Low Vision

Teacher Training Workshop for Educators of Students Who Are Blind or Low Vision Vol. 13, No. 1- Spring, 2009 Journal of Science Education for Students with Disabilities

SUMMARY Mangold, S. (Ed.), A teacher’s guide to the special educational needs of blind and visually These experiments illustrate how ILAB tools handicapped children (pp. 72-93). American can be incorporated into a teacher training Foundation for the Blind: New York, NY. module to introduce educators to the tool func- tionality. These experiments can be expanded Helmenstine, A M. How to Do the Blue Bottle to include other aspects of science. Additional Chemistry Demonstration. http://chemistry. Vernier Software & Technology products can about.com/od/chemistrydemonstrations/ss/ be incorporated into other science activities bluebottle.htm (accessed August 2009). to further demonstrate how ILAB tools can assist educators when working with students Holmquist, D.D. & Volz, D.L. (2003). Chem- who are BLV. The curriculum published by istry with Computers: Chemistry Experiments Vernier Software & Technology can also be Using Vernier Sensors (pp. 11-1 – 11-2T). Ver- used in similar workshops to further illustrate nier Software & Technology: Beaverton, OR. the JAWS with Logger Pro interface. For more information about adaptations, go to http:// Matson, F. (1990). Walking Alone and March- ilab.psu.edu. ing Together (p. 375). National Federation of the Blind: Baltimore, MD. These workshops can be made eligible for continuing education credits based on indi- McCartney, B.D. (1993). Challenges Facing vidual state requirements. Workshops similar Residential Schools: A Case Study. Journal to this one can serve as educational venues for of Visual Impairment and Blindness, 87 (6), current and future educators to serve students 204-5. who are BLV. These tools do require some level of training both for teachers and the Miner, D., Nieman, R., Swanson, A.B., students. The more practice in advance of a Woods, M., Eds. (2001). Teaching Chemistry class starting, the better the experience both to Students with Disabilities: A Manual for the teacher and the BLV student will have with High Schools, Colleges, and Graduate Pro- the tools, thus enhancing their learning experi- grams, 4th ed. (pp. 4, 10). American Chemical ence. Society: Washington, DC.

REFERENCES Omvig, J.H. (2002). Freedom for the Blind: The Secret Is Empowerment. University of DeLaGarza, D.V. & Erin, J.N. (1993). Em- Arkansas Press: Fayetteville, AR. ployment Status and Quality of Life of Gradu- Day, Richard (1995). Habilitate – Then Edu- ates of a State Residential School. Journal cate. Re:view, XXVII (2), 83-86. of Visual Impairment and Blindness, 87 (6), 229-233. Scadden, L. (2005). Current status of people with disabilities in STEM education: a per- De Luchi, L., Malone, L. (1982). SAVI (Sci- sonal perspective. Paper presented at RASEM- ence Activities for the Visually Impaired). In Squared, October 2005.

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Teacher Training Workshop for Educators of Students Who Are Blind or Low Vision Vol. 13, No. 1- Spring, 2009 Journal of Science Education for Students with Disabilities

Science Activities for the Visually Impaired/ AUTHOR INFO Science Enrichment for Learners with Physi- cal Handicaps (SAVI/SELPH) Web site, http:// Cary A. Supalo www.lawrencehallofscience.org/cml/saviselph. Dept. of Chemistry html (accessed August 2009). The Pennsylvania State University

Danielle Dwyer Supalo, C., Mallouk, T., Amorosi, C., Rankel, Dept. of Chemistry L.A., Wohlers, H.D., Roth, A., Greenberg, A. The Pennsylvania State University (2007). Talking Tools to Assist Students Who Are Blind in Laboratory Courses. Journal of Heather L. Eberhart Science Education for Students with Disabili- Dept. of Chemistry ties, 12 (1), 27-32. The Pennsylvania State University

Supalo, C., Mallouk, T., Musser, A., Han, J., Natasha W. Bunnag Briody, E., McArtor, C., Gregory, K., Kreuter, Dept. of Chemistry R. (2006). Seeing Chemistry through Sound: A The Pennsylvania State University Submersible Audible Light Sensor for Observ- Thomas E. Mallouk ing Reactions in Real Time. Assistive Technol- Dept. of Chemistry ogy Outcomes and Beneﬁts, 3 (1), 110-116. The Pennsylvania State University [email protected] Supalo, C.A., Mallouk, T. E., Amorosi, C., Lanouette, J., Wohlers, H.D., McEnnis, K. (2009). Using Adaptive Tools and Techniques to Teach a Class of Students Who Are Blind or Low Vision. Journal of Chemical Education, 86 (5), 587-591.

16 http://scholarworks.rit.edu/jsesd/vol13/iss1/3 8 DOI: 10.14448/jsesd.02.0002