Timko, G., & Shaheen, N., & Goodridge, W., & Green, T., & Kane, D. (2022, August), Spatial Language Used by Blind and Low-Vision High School Students During a Virtual Engineering Program (Research)  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41010

\bibitem{asee_peer_41010}
  Timko, G., \& Shaheen, N., \& Goodridge, W., \& Green, T., \& Kane, D. (2022, August), \emph{Spatial Language Used by Blind and Low-Vision High School Students During a Virtual Engineering Program (Research)}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41010

Gary Timko, Natalie Shaheen, Wade Goodridge, Theresa Green, and Daniel Kane.  "Spatial Language Used by Blind and Low-Vision High School Students During a Virtual Engineering Program (Research)".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41010 Internet.  30 Apr, 2024

\bibitem{asee_peer_41010}
  Gary Timko, Natalie Shaheen, Wade Goodridge, Theresa Green, and Daniel Kane.
  "Spatial Language Used by Blind and Low-Vision High School Students During a Virtual Engineering Program (Research)".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41010 Internet.  30 Apr, 2024

@INPROCEEDINGS{asee_peer_41010
author = "Gary Timko, Natalie Shaheen, Wade Goodridge, Theresa Green, and Daniel Kane"
title = "Spatial Language Used by Blind and Low-Vision High School Students During a Virtual Engineering Program (Research)"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41010}
number = {10.18260/1-2--41010}
}

TY  - CPAPER
AB  - This research paper describes spatial language and words that were used by blind and low-vision (BLV) high school students as they participated in a virtual, online engineering program. Research has highlighted the importance that spatial ability has on the success of students in STEM fields. Spatial ability has been shown to be able to be developed and improved over time and through targeted interventions. However, there are limited opportunities for BLV students to engage tactually with content designed to improve their spatial ability. Furthermore, there is little, if any, research exploring the spatial language or spatial vocabulary used by BLV students as they engage with STEM-related content or activities.  

The purpose of this study was to develop an understanding of the spatial language that BLV high school students used as they participated in a virtual offering of the Engineering Quotient (EQ) program during the summer of 2021, administered by the National Federation of the Blind (NFB). This program was designed to teach BLV youth about engineering concepts, strengthen their problem solving abilities, and provide them with opportunities to engage with their peers as well as blind adults. During this four-week program, participants attended synchronous Zoom sessions where they received guided instruction in paper folding origami and engineering drawing activities. 

Analysis of qualitative interview and observation data indicated that the program participants used different types of spatial language and vocabulary throughout the program, including directional words, geometric ideas, and reference points. Results also showed that the participants had different strategies for success that helped them mitigate challenges that they faced when doing the program activities. Strategies included different levels of preparation for the program activities, using tactile methods to interpret information, or taking an analytical approach to understanding an activity. Findings also provided insights into the types of instruction that were helpful for students during the activities, such as using specific and concise instructions and providing multiple descriptions about how an origami model should look after completing a fold.     

Findings from this study can inform and improve STEM program and curriculum development for BLV students by using language that may be familiar to them. High school and university teachers can leverage these findings to understand how BLV students use different types of spatial language and their associated meaning when engaging in tactile activities. By more deeply understanding and accounting for various conceptualizations of spatial language, STEM curricula can be designed to be more accessible and inclusive for BLV populations.

AU  - Gary Timko
AU  - Natalie Shaheen
AU  - Wade Goodridge
AU  - Theresa Green
AU  - Daniel Kane
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Spatial Language Used by Blind and Low-Vision High School Students During a Virtual Engineering Program (Research)
UR  - https://peer.asee.org/41010
DO  - 10.18260/1-2--41010
ER  -