Adapting Experiential Learning Opportunities: A Political Science Research Methods Course Case Study

Publication Date

2-19-2020

Document Type

Article

Publication Title

Journal of Political Science Education

Volume

17

DOI

10.1080/15512169.2020.1713800

First Page

311

Last Page

325

Abstract

This paper addresses some of the implications of courses with an experiential learning component for students with disabilities. We describe the adaptation of an original survey project, fielded using computer-assisted telephone-interviewing (CATI) software, in two political science classes. The software was not compatible with technology currently used by persons with visual impairments. Rather than providing an alternative assignment to a blind student enrolled in both courses, the instructor worked with the student and the university’s Accessible Education Center and several adaptations to the survey project were made to allow the student to participate more fully in the survey project. We describe these modifications, analyze the student’s learning experience, and conclude with recommendations for faculty incorporating an active learning component in their courses and to students with disabilities taking or considering taking these courses.

Keywords

Active learning, diversity, accessible education, research methods

Department

Political Science

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