2026 ASEE Annual Conference & Exposition

Hands-on laboratory work, a cornerstone of STEM education, helps students engage in active learning, reinforce concepts, develop skills, and build confidence. However, the literature has highlighted a spectrum of challenges that visually impaired students (VIS) face in fully participating in the predominantly visual nature of these lab activities. These limitations, ranging from accessing visual information and manipulating equipment to ensuring personal safety, underscore the critical need for innovative approaches, including assistive technologies, pedagogical modifications, and a collaborative support system.

In this paper, we discussed the findings of a project to identify the gap between faculty members' experience, the concerns of visually impaired students, and the best practices suggested by student accommodation experts. Data collected from a survey of faculty members across campus, suggestions from the panel discussion with experts, and the interviews of visually impaired students from different majors were presented. Cross-examination was conducted to identify deficiencies of the conventional lab environment and in learning activities to accommodate visually impaired students’ learning. Lessons learned and practical recommendations were provided to conclude the paper.