A science camp for blind or visually impaired (BVI) students, covering mainly hands-on chemistry experiments, is described. The scientific experiments are detailed, and the feedback of the students is recorded, highlighting the benefits of the camp and its impact. BVI students actively participated in conducting the scientific experiments using…

Symbolic, spatial, and visual information, which is important for comprehending and learning physical and natural sciences, is not readily accessible to blind and low-vision (BLV) students in the undergraduate chemistry classroom, laboratory, and virtual environment via conventional means (through print and images), thus, creating a…

Hands-on chemistry experiments often stimulate students' curiosity about this subject, but blind or visually impaired (BVI) students usually do not get to participate in such hands-on activities. Thanks to adaptive methods and assisting technology, BVI students can actively participate in chemistry experiments. In this study, chemical laboratory…

This article describes practical lessons and experiences acquired as part of a journey in teaching a blind student at The University of Arizona to master the written and graphical language of first-semester organic chemistry and its associated concepts. These practical lessons include details on how to adapt an organic chemistry model set (with…

Visually impaired or blind students require adjustments to the traditional hands-on activities and methodological and didactic strategies employed by the teacher. These adaptations are based on multisensory teaching tools, which reinforce the learning of all students in general. This paper presents simple teaching resources that allow students…

Science education could be made more accessible to students with visual impairments through collaboration and specific adaptation in both the science classrooms and laboratories. For example, by providing simple adaptations or doing some essential modifications, students can gain experience with measuring, balancing, and weighing a variety of…

Interlocking toy building blocks (e.g., Lego) as chemistry learning modules for blind and visually impaired (BVI) students in high school and undergraduate introductory or general chemistry courses are presented. Building blocks were assembled on a baseplate to depict the relative changes in the periodic properties of elements. Modules depicting…

This work discusses the construction and evaluation of a digital thermometer especially designed to be operated by people with visual disabilities. The accessibility thermometer can be used as an educational tool in practical activities in classes for sighted and visually impaired students, with the aim of helping those with special needs gain…

As a symbol of the power and majesty of science, the periodic table has inspired many scientists-to-be to investigate the deep secrets of nature through the study of chemistry. In the spirit of inclusion, blind students too deserve and need to have their curiosity about the inner workings of nature stimulated through greater exposure to this…