Developing Accessible Physics Experimentation for Students with Visual Impairments and Mild Autism Spectrum Disorder: A Study of Lower Secondary Education Students
DOI:
https://doi.org/10.56380/Keywords:
Inclusive education, visual impairment, autism spectrum disorder, physics experiments, educational accessibilityAbstract
This study examined the accessibility of physics experiments for lower secondary school students with visual impairments and mild autism spectrum disorder (ASD). Since physics experiments rely heavily on observation, measurement, and spatial reasoning, students with sensory and developmental differences often face barriers to participation. Using an experimental research design, adapted physics activities from the Grades 6–9 curriculum were implemented and analyzed through observation and qualitative methods. The findings indicate that multisensory instructional materials, structured guidance, supportive learning environments, and assistive technologies significantly improve student engagement and participation. The study highlights the importance of inclusive experimental approaches in promoting equitable access to science education.
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