Their attitudes fell into three themes as well: (1) preferences about braille and of technology tools, (2) how students chose to use those tools for specific tasks, and (3) the role teachers played in learning to use technology. The practices used by students fell into three broad themes, (1) the wide variety of devices used for reading and writing, (2) the types of tasks they performed using specific devices, and (3) the ways students learned practices for using braille and technology. The first phase of the study consisted of 12 structured interviews of students from across the United States, which were transcribed, analyzed qualitatively, and coded for themes reported here. This article describes the first phase of a mixed-methods study that was conducted to investigate the current use of paper braille and assistive technology among students aged 16–22, and the students’ attitudes toward braille and technology as tools for classroom learning in high school and college. There is little research on the ways in which technology has changed the reading and writing practices and preferences of students who use braille, nor is there much research on how assistive technology is learned by students with visual impairments. Students who read braille use assistive technology to engage in literacy tasks and to access the general curriculum. As a result, it was determined that the science activity and materials prepared for the students with visual impairment can be useful in teaching the concepts of heat conductor and heat insulator. In order to ensure the reliability of the study, the videos which were recorded during the course separately analyzed by the researchers, the AES was filled and then the analyses of the researchers were compared. At the end, activities and materials were evaluated by teacher and independent researchers. The Activity Evaluation Scale (AES) was used to collect data. the study sample consisted eight students including three blind and five students with low vision. In this study, the science activities and materials prepared by taking into consideration the needs of the students with visual impairment using the case study of qualitative research methods were made. However, an effective science education can be done by making instructional adaptations and taking into account the individual needs of the students. Because traditional science teaching is mostly based on visual teaching.
Science courses are considered to be one of the most difficult courses since they contain difficult and abstract concepts for the individual who needs special education.
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