Akademik Veri Yönetim Sistemi
3rd International Ege Congress on Social, Humanities, Administrative, and Educational Sciences, İzmir, Türkiye, 11 - 13 Ağustos 2025, ss.1075-1086, (Tam Metin Bildiri)
The inclusiveness of contemporary education systems is directly linked to the arrangements that enable individuals with disabilities to participate effectively in education. As science is a field in which visual elements are extensively used, the full participation of visually impaired students in these courses requires specific accommodations. In particular, enabling visually impaired individuals to receive education in observation and experience-based fields such as science necessitates adapting instructional processes to ensure accessibility. At this point, France, as one of the founding countries of the European Union, serves as an illustrative example with its practices in science education for the visually impaired. In France, various opportunities are provided through the national education system and non-governmental organizations to facilitate visually impaired students’ access to science education. This study aims to examine the science education opportunities available to visually impaired students in France. The research employed the document analysis method, one of the qualitative research designs. According to the findings, the opportunities provided to visually impaired students include human resource support, material adaptation centers, integrating special educational materials with technology, and assessment arrangements for examinations. In opposition, challenges encountered in the field of science education include inadequately adapted learning environments, insufficient preparedness of teachers, lack of in-service training, and difficulties in adapting particular science course contents to the needs of students. Furthermore, innovative practices for visually impaired students were observed, such as the design of multisensory learning environments, the use of tactile materials, the creation of materials that integrate digital and auditory technologies, and the pedagogical use of age-appropriate, science-themed storytelling. Based on the findings, recommendations have been made for improving science education for visually impaired students in Türkiye.
Keywords: Science education, Visual impairment, Students with visual impairment, France