Research Symposium

BIO

Natalie Velazquez is a sophomore at Florida State University majoring in Biological Sciences on a Pre-Veterinary track. She contributes to a collaborative research project focused on improving accessibility in STEM education for low-vision and blind students. As part of the research team, she works with coding tools such as PreTeXt and GitHub Codespaces to translate educational materials into accessible formats, including braille. She has also contributed to the development of tactile learning tools, including 3-D printed molecular models with embossed braille labels designed to make visually intensive STEM concepts more accessible.

Through this research, Natalie explores how accessible course materials and assistive technologies can improve learning experiences for visually impaired students in higher education while promoting broader participation in the biological sciences.

Research on Creating Accessible materials for low-vision/blind students

Abstract

As we make progress toward universal accessibility and equitable education for students with disabilities, significant barriers persist in STEM education for low-vision and blind students (LVBS). This study investigates accessibility tools that can be researched or developed to support LVBS at Florida State University (FSU), where some course material and instruction remain inaccessible. Building on prior use of 3-D printing for tactile learning, our team uses coding and the PreTeXt format to translate core math units into multiple formats, including braille. We are also exploring assistive spatial intelligence that provide audio instructions for commonly traveled campus paths, such as Meta AI glasses. LVBS volunteers at FSU test each tool and provide structured feedback. Individual coding components are created separately, refined through trial and error, compiled into a single text, and converted into braille. In collaboration with the Innovation Hub, we are also developing tactile molecular models with embossed braille labels for chemistry instruction. Findings are preliminary but encouraging. Early LVBS feedback indicates that braille translations generated through PreTeXt increase access to visual STEM content, while tactile chemistry models and navigation improves confidence in learning and movement across campus. These results suggest that accessibility tools designed with direct LVBS input can strengthen learning experiences and campus participation. Grounded in Universal Design for Learning principles, this work supports equitable access at FSU and offers scalable strategies for broader adoption across higher education.

Keywords: Accessibility, Low Vision and Blind Students, LVBS, STEM Accessibility, Assistive Technology, Braille Translation, PreTeXt, Tactile Learning Models, Universal Design for Learning