Teaching Visually Impaired College Students in Introductory Statistics

Instructors of postsecondary classes in statistics rely heavily on visuals in their teaching, both within the classroom and in resources like textbooks, handouts, and software, but this information is often inaccessible to students who are blind or visually impaired (BVI). The unique challenges invo...

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Bibliographic Details
Main Authors: Brian W. Stone, Donovan Kay, Anthony Reynolds
Format: Article
Language:English
Published: Taylor & Francis Group 2019-09-01
Series:Journal of Statistics Education
Subjects:
Online Access:http://dx.doi.org/10.1080/10691898.2019.1677199
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author Brian W. Stone
Donovan Kay
Anthony Reynolds
author_facet Brian W. Stone
Donovan Kay
Anthony Reynolds
author_sort Brian W. Stone
collection DOAJ
description Instructors of postsecondary classes in statistics rely heavily on visuals in their teaching, both within the classroom and in resources like textbooks, handouts, and software, but this information is often inaccessible to students who are blind or visually impaired (BVI). The unique challenges involved in adapting both pedagogy and course materials to accommodate a BVI student may provoke anxiety among instructors teaching a BVI student for the first time, and instructors may end up feeling unprepared or “reinventing the wheel.” We discuss a wide variety of accommodations inside and outside of the classroom grounded in the empirical literature on cognition and learning and informed by our own experience teaching a blind student in an introductory statistics course.
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spelling doaj.art-c485dd81750f42e598b306edb3ad08202022-12-21T19:09:55ZengTaylor & Francis GroupJournal of Statistics Education1069-18982019-09-0127322523710.1080/10691898.2019.16771991677199Teaching Visually Impaired College Students in Introductory StatisticsBrian W. Stone0Donovan Kay1Anthony Reynolds2Boise State UniversityBoise State UniversityBoise State UniversityInstructors of postsecondary classes in statistics rely heavily on visuals in their teaching, both within the classroom and in resources like textbooks, handouts, and software, but this information is often inaccessible to students who are blind or visually impaired (BVI). The unique challenges involved in adapting both pedagogy and course materials to accommodate a BVI student may provoke anxiety among instructors teaching a BVI student for the first time, and instructors may end up feeling unprepared or “reinventing the wheel.” We discuss a wide variety of accommodations inside and outside of the classroom grounded in the empirical literature on cognition and learning and informed by our own experience teaching a blind student in an introductory statistics course.http://dx.doi.org/10.1080/10691898.2019.1677199accommodationblindintroductory statisticsnonvisualtactilevisually impaired
spellingShingle Brian W. Stone
Donovan Kay
Anthony Reynolds
Teaching Visually Impaired College Students in Introductory Statistics
Journal of Statistics Education
accommodation
blind
introductory statistics
nonvisual
tactile
visually impaired
title Teaching Visually Impaired College Students in Introductory Statistics
title_full Teaching Visually Impaired College Students in Introductory Statistics
title_fullStr Teaching Visually Impaired College Students in Introductory Statistics
title_full_unstemmed Teaching Visually Impaired College Students in Introductory Statistics
title_short Teaching Visually Impaired College Students in Introductory Statistics
title_sort teaching visually impaired college students in introductory statistics
topic accommodation
blind
introductory statistics
nonvisual
tactile
visually impaired
url http://dx.doi.org/10.1080/10691898.2019.1677199
work_keys_str_mv AT brianwstone teachingvisuallyimpairedcollegestudentsinintroductorystatistics
AT donovankay teachingvisuallyimpairedcollegestudentsinintroductorystatistics
AT anthonyreynolds teachingvisuallyimpairedcollegestudentsinintroductorystatistics