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Using cases of students who sought disability accommodations in ALC courses, the study identifies two dimensions of the learning experience, organized into 10 factors, and analyzes the challenges posed by unfamiliar classroom layouts. The work contrasts ALCs with traditional lecture halls, then provides pedagogical recommendations to improve learning conditions for low-vision students and support inclusive participation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/orientation-and-social-inclusion-supporting-students-with-visual-impairments-in-active-learning-classrooms-paper-overview/579429/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/orientation-and-social-inclusion-supporting-students-with-visual-impairments-in-active-learning-classrooms-paper-overview/579429.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address about Active Learning Classrooms?","Question",{"text":112,"@type":113},"It addresses how students with visual impairments experience ALCs as a different learning environment and how the new physical space may support or disrupt their learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study investigate students’ experiences in ALCs?",{"text":117,"@type":113},"It examines students who sought disability accommodations in their ALC classes and identifies dimensions of the learning experience organized into 10 factors.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the paper’s main goal for improving future learning?",{"text":121,"@type":113},"It provides a list of pedagogical recommendations to improve the learning experience for low-vision students in ALCs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},579429,1792438469,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},8796095461610,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Orientation and Social Inclusion: Supporting Students with Visual Impairments in Active Learning Classrooms  \nPaul Baepler  \nUniversity of Minnesota  \nThe percentage of undergraduate students in the U.S. who report a visual disability is over  \n3.5%, and worldwide over a billion people claim a significant visual impairment. As more  \nhigher learning institutions build Active Learning Classrooms (ALCs), it’s critical to  \nunderstand how these students experience such a different style of learning environment.  \nAlthough many students do not register their visual impairments at the college level, this  \nreport examines students who sought disability accommodations in their ALC classes to help  \nthem succeed. This paper identifies two dimensions, divided into 10 factors, of the learning  \nexperience in these classrooms and how students faced the challenge of these environments.  \nTo improve the future learning experience for these low-vision students, a list of pedagogical  \nrecommendations is included.  \nIn contrast to traditional lecturing, active learning pedagogies have been shown to improve learning outcomes for all students on average (Freeman et al., 2014) and have been found to offer disproportionate gains for underrepresented minority and low-income students (Theobald et al., 2020) . The original Active Learning Classrooms (ALCs) were designed in the mid-1990s to reform science teaching and create an optimal space where students could engage in active learning activities (Knaub et al., 2016) . ALCs were also built with shared working spaces to take advantage of collaborative learning that also was shown to improve learning outcomes (Smith et al., 2005) .  \nThis new style of classroom was a sharp departure from the typical lecture hall that characteristically includes stadium seating and often has a broad stage with a long whiteboard. Most of these lecture halls include some kind of projection system and screens that the lecturer controls. Although instructors have successfully employed active learning strategies in these classrooms, the ALCs were intentionally designed to make active learning easier to enact with a seating arrangement and learning tools that help students collaborate and to promote active learning. Since the focus with active learning is less on the instructor delivering a lecture than on the student engaging with the content and her peers, the ALCs do not call for tiered seating and instead use moveable chairs at tables. With this seating configuration, students face each other and have greater table space for their laptops and class materials. Tables in the  \nPaul Baepler is a Research Associate at the Center for Educational Innovation, University of Minnesota.  \nlarger rooms typically have microphones for large class discussions and call buttons to request assistance. Generally, each table has its own whiteboard so students can work collaboratively or display their group’s work. These rooms look vastly different from a lecture hall, and, to someone who is unaccustomed to this setting, the ALCs may be a surprise.  \nResearch has shown that ALCs create superior conditions for students to learn using active learning and that they have a positive impact on student learning outcomes (Baepler et al., 2014; Baepler et al., 2016; Brooks, 2011; Talbert & MorAvi, 2019; Walker et al., 2011) . Students often perceive these benefits and recognize the alignment between the classroom layout and the participatory pedagogy in their courses (Holec & Marynowski, 2020) . The space also affects instructors’ behavior. Even when they explicitly tried to replicate their lecture style in ALCs, instructors spent more time interacting with students and less time speaking at the podium (Whiteside et al., 2010) . The configuration of the learning space matters for both teaching and learning.  \nThis fundamentally different space, however, can create unintended challenges for students with disabilities. For students who have a visua","cbCaibC9V70SbSey","https://ap.wps.com/l/cbCaibC9V70SbSey","pdf",823162,15,"English","# Introduction\n## Active Learning Classrooms and learning outcomes\n## Challenges for students with disabilities in ALCs\n# Research Focus\n## Study aim and research question","[{\"question\":\"What problem does the paper address about Active Learning Classrooms?\",\"answer\":\"It addresses how students with visual impairments experience ALCs as a different learning environment and how the new physical space may support or disrupt their learning.\"},{\"question\":\"How does the study investigate students’ experiences in ALCs?\",\"answer\":\"It examines students who sought disability accommodations in their ALC classes and identifies dimensions of the learning experience organized into 10 factors.\"},{\"question\":\"What is the paper’s main goal for improving future learning?\",\"answer\":\"It provides a list of pedagogical recommendations to improve the learning experience for low-vision students in ALCs.\"}]","Orientation and Social Inclusion: Supporting Students with Visual Impairments in Active Learning Classrooms - paper overview | PDF",1792035621,38]