Using Technology to Make Science More Accessible for Students With Disabilities

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Author(s): Victoria J. VanUitert (University of Virginia, USA), Lindsay M. Griendling (University of Virginia, USA), Rachel Kunemund (University of Virginia, USA)and Michael J. Kennedy (University of Virginia, USA)
Copyright: 2022
Pages: 22
Source title: Technology-Supported Interventions for Students With Special Needs in the 21st Century
Source Author(s)/Editor(s): Xiongyi Liu (Cleveland State University, USA)and Patrick Wachira (Cleveland State University, USA)
DOI: 10.4018/978-1-7998-8874-1.ch005

Keywords: Assistive Technologies / Information Science Reference / Medicine & Healthcare / Special Education

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Abstract

To successfully participate in the science learning experience, students are expected to participate in investigations and communicate their thinking with their peers. However, in order to engage in these conversations and develop a deeper understanding of the science concepts being explored, it is necessary to understand the specialized vocabulary being used. Science teachers do not regularly provide evidence-based vocabulary instruction in the classroom which could create difficulty for students with disabilities who often know a smaller number of vocabulary word meanings and have executive functioning difficulties. In this chapter, a technology-based instructional approach to support the science vocabulary learning among students with disabilities will be introduced and discussed. In addition, production steps for the technology will be provided.

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