Science Education for Students with Visual or Hearing Impairments: Implementation and Outcomes of Physics Teaching
Ying-Ting Chiu1, Shu-Fen Lin1, Jong-Ching Wu2*
1Graduate Institute of Science Education, National Changhua University of Education, Changhua, Taiwan
2Department of Physics, National Changhua University of Education, Changhua, Taiwan
* presenting author:吳仲卿, email:phjcwu@cc.ncue.edu.tw
Physics teachers favor giving demonstrations in the classrooms, and essentially most of the demonstrations are consisting of visual and auditory information for representing physical phenomena to induce students’ conceptual conflict and curiosity. However, for those students with visual impairments (VI) or hearing impairments (HI), information from demonstrations cannot be acquired holistically and this might lead those disable students to an ineffective learning situation.
Since physical phenomena are so essentially distant that they are not easy to be captured by VI and HI students, extra efforts are needed in designing curriculums. By integrating various disciplines, we have been working on designing physics curriculums adequate to those disabled students and implementing these activities in the winter and summer science camps during past five years or so. All those physics curriculums designed underlying the principles of “hands-on” and “multisensory” are created by professionals with backgrounds of physics and special education.
Based on video analysis and classroom observation, it was found that those disabled students were able to recall vivid memories of the physics experiments they have done many years ago and they were capable of learning and doing physics as long as proper teaching strategies and adequate time were provided. Furthermore, their positive learning motivation also made the path of creativity and confidence to a successful learning effectiveness in the joyful physics classrooms.


Keywords: Physics teaching, visual impairments , hearing impairments , hands-on