Who said that we do not see? An inclusion strategy for students with visual impairment using cell models and a modeling-clay-based evaluation method

Abstract

Currently, there is a great need for inclusive practices and materials for visually impaired students (SVIs), especially from Biology. Thus, we developed two-dimensional (2D) and three-dimensional (3D) didactic models about cytology as well as a modeling-clay-based evaluation method. The two-dimensional tactile atlas included the representation of organelles with an explanatory text in two formats (written and Braille), whereas the 3D human cell model was made with a colorful polymer clay pasta. These models were tested by students of public schools, with and without visual impairment as well as by teachers of science/biology. Their perceptions were analyzed by using questionnaires, whereas the modeling clay-based evaluation method was used with the SVIs to identify their level of understanding about the cellular structures presented to them. According to all participants including SVIs, both materials facilitated the understanding of cell organelles. Interestingly, the modeling clay-based evaluation method confirmed that this blind audience could see (distinguish) as many details as those who have no visual impairment. Our results strengthen the fact that this blind public depends on the accessibility level that, apparently, is offered by our 2D and 3D models to them. In agreement with that conclusion, all teachers pointed this strategy as helpful to this public especially during teaching these overly complex topics.