Abstract:

A series of laboratory practices in the inclusion of blind and visually impaired field is presented in this communication. Experiments are based on workshops held in the Faculty of Sciences of the University of Burgos and the I.E.S. Teguise, prepared by Ana Herrero and Susana Palmero, teachers of chemistry of the University of Burgos, in cooperation with Teno Osorio, teacher of the I.E.S. Teguise, where some students with disabilities attend. In addition, Jaime Muñoz, who is teacher in the Centre of Educational Resources of the Organización Nacional de Ciegos Españoles (ONCE) and an expert in teaching sciences to blind and visually impaired students, has advised the group of teachers concerning the inclusive learning and teaching.

Experiments are oriented towards using other senses than that of sight to perceive the chemical or physical processes that occur. Acid-base reactions, aromas generation, non-Newtonian fluids, protein denaturalization, generation of gases, endothermic reactions, olfactory titrations, polymer synthesis, distillation, emulsion creation… are among the issues addressed. The practices are designed mainly for secondary education, although many of them can be adapted also to other different educational levels. An adaptation within secondary education levels is proposed here, through classroom work prior to the practical workshop for the upper levels.

Some of the materials used in these practices are available at the laboratory of the schools, but many of them are completely safe and are used in the daily life. On the other hand, Herrero, Palmero and Osorio collaborate in the Erasmus+ project “Oenoculture: Start of European enology. Prephyloxeric European grapes” (No. 2018-1-ES01-KA201-049936), where this inclusive initiative was conceived to bring these students closer to the world oenoculture. For this reason, samples related to wine and must are analysed in some of the developed experiments.

Students of secondary education, from schools of Burgos and Lanzarote, participate in the workshops. In each workshop, one of the students is visually impaired (member of ONCE, the Spanish national organization of the blind) and the classmates are sighted. Students work in pairs and sighted students alternately perform the experiments with their eyes covered to get a different perspective about the chemical changes and also with the aim of sensitizing them to the needs of the students who are disabled. Some of the devices and procedures are adapted for blind and visually impaired students, with tactual markings, textures…, in such a way that all the experiments are doable.

The activity creates a motivating learning environment for the visually impaired students. On the other hand, it is a knowledge and content learning, but also a social learning. Sighted students say that the activity is sometimes stressful for them whenever they cannot see, but that it is easier with assistance. This means learning to put oneself in the place of the other and to see things through the other's eyes.

Acknowledgement:
The authors thank the financial support provided by EU (Erasmus+ project No. 2018-1-ES01-KA201-049936). The authors also thank the Agencia ONCE of Burgos-Soria for its assistance and support.

Keywords:

Inclusion, Blind, Visually Impaired, Laboratory Practices, Social Learning.