This study aimed to identify the needs of a 10th grade congenitally blind student in an inclusive chemistry classroom and design and develop tactile materials to teach the ‘energy in living systems’ topic with particular emphasis on covering the symbolic language of the chemistry. A single case study design was used to carry out an in-depth and thorough investigation. The student's needs were identified through classroom observations and interviews. Based on the needs identified, 2D and 3D tactile instructional materials were designed and developed to cover the topic. Interview and observation data suggested that following the instructions the student developed an understanding of the concepts regarding the energy in living systems together with the symbolic representations used in chemistry. He showed an understanding of molecular structures when he was asked to recognize the 3D models of the molecular structures. He was able to recognize all of the structures and could respond to questions regarding the parts of these molecular structures. Although the results are limited to one congenitally blind student, there is evidence that a blind student can learn complex molecular structures if he/she was provided with materials which suit his/her needs. The results also suggest evidence of how to produce low cost instructional materials for a blind student in chemistry.

中文翻译：

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在包容性教室环境中为盲人学生提供生命系统中的教学能量†

这项研究的目的是在包容性化学课堂中确定一名10年级先天性盲人学生的需求，并设计和开发触觉材料来教授“生命系统中的能量”主题，并特别强调涵盖化学的象征性语言。使用单个案例研究设计进行了深入而彻底的调查。通过课堂观察和访谈来确定学生的需求。根据确定的需求，设计并开发了2D和3D触觉指导材料来涵盖该主题。访谈和观察数据表明，按照说明进行操作，学生可以对有关生命系统中能量的概念以及化学中使用的符号表示形式有一个理解。当他被要求识别分子结构的3D模型时，他表现出对分子结构的理解。他能够识别所有结构，并可以回答有关这些分子结构各部分的问题。尽管结果仅限于一名先天失明的学生，但有证据表明，只要为失明的学生提供适合其需求的材料，他就能学习复杂的分子结构。研究结果还为如何为化学盲学生提供低成本的教学材料提供了证据。有证据表明，如果盲人获得了适合他/她需求的材料，他就能学习复杂的分子结构。研究结果还为如何为化学盲学生提供低成本的教学材料提供了证据。有证据表明，如果盲人获得了适合他/她需求的材料，他就能学习复杂的分子结构。研究结果还为如何为化学盲学生提供低成本的教学材料提供了证据。