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Sighted and visually impaired students’ perspectives of illustrations diagrams and drawings in school science

机译：有视力和视力障碍的学生对学校科学中插图图表和绘图的看法

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>Background: In this paper we report on the views of students with and without visual impairments on the use of illustrations, diagrams and drawings (IDD) in science lessons. >Method: Our findings are based on data gathered through a brief questionnaire completed by a convenience sample of students prior to trialling new resource material. The questionnaire sought to understand the students’ views about using IDD in science lessons. The classes involved in the study included one class from a primary school, five classes from a secondary school and one class from a school for visually impaired students. >Results: Approximately 20% of the participants thought that the diagrams were boring and just under half (48%) of the total sample (regardless of whether they were sighted or visually impaired) did not think diagrams were easy to use. Only 14% of the participants felt that repeated encounters with the same diagrams made the diagrams easy to understand. Unlike sighted students who can ‘flit’ across diagrams, a visually impaired student may only see or touch a small part of the diagram at a time so for them ‘fliting’ could result in loss of orientation with the diagram. >Conclusions: Treating sighted and visually impaired pupils equally is different to treating them identically. Sighted students incidentally learn how to interpret visual information from a young age. Students who acquire sight loss need to learn the different rules associated with reading tactile diagrams, or large print and those who are congenitally blind do not have visual memories to rely upon.
机译：>背景：在本文中，我们报告了有和没有视觉障碍的学生在科学课中使用插图，图表和绘图（IDD）的观点。 >方法：我们的发现基于通过简短的问卷调查收集的数据，该问卷由学生在试用新的资源材料之前的便利样本完成。该问卷旨在了解学生对在科学课中使用IDD的看法。该研究涉及的班级包括一所小学的班级，一所中学的班级五班和一所视障学生学校的班级。 >结果：大约20％的参与者认为图表很无聊，而总样本中的一半（48％）（无论是视线还是视力受损）都不认为图表很容易使用。只有14％的参与者认为重复遇到相同的图表使图表易于理解。与有视力的学生可以“跨过图表”不同，有视觉障碍的学生一次只能看到或触摸图表的一小部分，因此对于他们来说，“飘移”可能会导致图表失去方向。 >结论：同等对待有视力和视力障碍的学生不同于同等对待他们。有视力的学生会偶然学习如何从小就解释视觉信息。失去视力的学生需要学习与阅读触觉图或大字体有关的不同规则，而先天失明的人则没有视觉记忆可依。

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