Division on Visual Impairments

VIDBE Quarterly Volume 60(3)

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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; Lorem Ipsum Dolor Spring 2016 4 and Farrand (2013a) have reported on the positive conceptual changes of students with visual impairment who experienced an outdoor inquiry-based geology camp. Each of these studies adds evidence to the supposition that inquiry-based science instruction improves the knowledge and skills of students with disabilities. This study embraced the new view of inquiry for science education based upon the eight scientific and engineering practices. The purpose of this qualitative study was to understand and describe the ways in which students with visual impairments engage in an inquiry-based science curriculum. The following research questions guided the design of the study and the analysis of the data: 1. How do students with visual impairments participate in an inquiry-based curriculum? 2. What types of questions do students with visual impairments ask to guide their projects? 3. What types of modifications do students with visual impairments need in order to fully participate in inquiry-based curriculums? 4. How do students with visual impairments present their completed inquiry-based projects? This paper will report on the first two research questions. Outcomes from the second two questions will be reported elsewhere. 31

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