Contributed by Robert Jaquiss
Editor of Independence Science Newsletter
rjaquiss@independencescience.com
When to use A Lab Partner versus when to use the Talking LabQuest
One of the nice things we have today is numerous digital technologies we can use in the science laboratory classroom. We also have older more traditional tools. The older tools refer to a student with a print disability working with a non-disabled counterpart. That person serves as the eyes of the student with a disability. They are to function similar to that of a tool. The student with a disability directs that person to perform specific tasks, read information off of display screens, and record data and observations when instructed. This person is not there to simply perform the experiment for the student with a disability. This mindset can be difficult to separate from both the student and the teacher’s perspective.
One of our main concerns is that the student with a disability has a safe learning experience. What better way to achieve this than to provide them with a non-disabled counterpart to perform the experiment for them. However, in the interest of most successful more engaging results, the student with a disability needs to be as engaged in the laboratory activity both cognitively and also physically.
Now the use of the Talking LabQuest (TLQ) can be a nice compliment to this tool. There is a misconception in the world today that indicates the Talking LabQuest can make the science lab fully accessible. In some cases, yes this is true. However, much scientific observation is still dependent on visual observation. The TLQ does provide a way for a print disabled student to perform laboratory tasks and obtain quantifiable data for analysis. It can in some cases also provide indications as to what to do next in an experiment depending on the activity in question. The TLQ can be shared with laboratory partners as well as laboratory assistants. It is very important for the student with a print disability to be fully aware of the capabilities of the TLQ and to feel comfortable with its operation. They should also know when it can be used successfully and when it would be more prudent to work with a lab assistant or group partner. Further, the student with a print disability should be willing to delegate tasks that are not technologically accomplishable easily with either a TLQ or a lab assistant.
In the end, knowing when versus when not to perform a task is equally important. Also, students with print disabilities should still be responsible for their own data analysis and be expected to engage with lab group partners on such discussions. Additional complimentary products such as a raised line drawing tool and/or graphics enabled Braille embosser can help with computer generated Cartesian graphs embossed from either LoggerPro or Microsoft Excel.
All of these tools can be used in a synergistic way to make a hands-on learning experience in the science laboratory possible. As new technologies become available, this model of laboratory access will be amended as time passes. Fortunately science education is a dynamic profession always changing with technology. Therefore, the way we perform science experiments today will likely be different in the future. We at Independence Science encourage our readers to keep helping us to shift the societal paradigm in a positive direction that promotes more hands-on science learning experiences for all students. It is this approach at full inclusion that will make the STEM workforce more diverse and inclusive of all.