PROVIDING OPPORTUNITIES FOR VISUALLY IMPAIRED STUDENTS TO ACQUIRE AND DEMONSTRATE SPATIAL GEOLOGIC CONCEPTS

Faculty members in the Department of Earth Sciences at the University of Arkansas at Little Rock (UALR) have been employing simple, inexpensive methods for teaching introductory geology to visually impaired students for 15+ years. Many spatial concepts presented in typical laboratory or field exercises are easily conveyed through tactile models, three-dimensional models (e.g. Travis, 1990; JGE, v. 38), and through the use of Disability Support Services (DSS) interpreters/assistants. However, one aspect that has proven difficult to implement is the method of student assessment. Typically, a verbal or transcribed explanation of concepts has served for assessment purposes. This is imperfect as the student is unable to fully participate in the entire learning process. To address this shortcoming, we have developed some simple tools so that visually impaired students can physically demonstrate their understanding of specific spatial concepts and produce a permanent record of their work. These tools include tactilely-enhanced protractors and rulers, raised-relief grided paper, push pins, flexible wire, and cork board. We have successfully applied these tools to several lab and field exercises including one in which students construct a map based on distance and azimuth measurements between three locations on campus. In the past, visually impaired students relied on DSS assistants for drawing a map at their instruction. When complete, the student had no way to “see” the finished product. With our new method, visually impaired students construct a map with pins and flexible wire using the grided paper as a scale and the enhanced protractor for direction. The end result is a self-made model that is a finished product. In addition, the holes left in the grided paper serve as a record such that the map can be reconstructed and consulted again after it has been graded. In this way, the student is able to question corrections and review his or her work. The initial time commitment involved in acquainting the users with this method is well worth it as it requires interactive learning from visually impaired students and often provides an alternative teaching tool for sighted students.