Research Symposium

BIO

Alenisse Adorno-Roman is a second-year UROP student at FSU pursuing a Bachelor of Science in Biochemistry. After graduating, she hopes to attend medical school. Alenisse has spent the last six months working with Dr. Ameya Kolarkar at the Center for the Advancement of Teaching and a group of other UROP students to develop accessibility aids for low vision and blind students at FSU’s campus. She is also set to teach future UROP colloquiums starting in the 2026-2027 school year. Outside of UROP and research, Alenisse participates in various campus organizations such as USSTRIDE, the MRU, and ODK.

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, Education tools, Learning