Search results for author:"Thomas E. Mallouk"
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Examining the Use of Adaptive Technologies to Increase the Hands-On Participation of Students with Blindness or Low Vision in Secondary-School Chemistry and Physics
Chemistry Education Research and Practice Vol. 17, No. 4 (2016) pp. 1174–1189
To determine whether a suite of audible adaptive technologies would increase the hands-on participation of high school students with blindness or low vision in chemistry and physics courses, data were examined from a multi-year field study conducted ...
Cary A. Supalo; Thomas E. Mallouk; Christeallia Amorosi; Lillian Rankel; H. David Wohlers; Alan Roth; Andrew Greenberg
Journal of Science Education for Students with Disabilities Vol. 12, No. 1 (2007)
A number of tools and techniques have been developed to assist students with blindness and visual impairment who are studying in secondary and post-secondary science laboratories. Commercial electronic probes and their associated software packages...
Seeing Chemistry through Sound: A Submersible Audible Light Sensor for Observing Chemical Reactions for Students Who Are Blind or Visually Impaired
Cary A. Supalo; Rodney A. Kreuter; Aaron Musser; Josh Han; Erika Briody; Chip McArtor; Kyle Gregory; Thomas E. Mallouk
Assistive Technology Outcomes and Benefits Vol. 3, No. 1 (2006) pp. 110–116
In order to enable students who are blind and visually impaired to observe chemical changes in solutions, a hand-held device was designed to output light intensity as an audible tone. The submersible audible light sensor (SALS) creates an audio...