Understanding and gathering information about the attitudes of visual impaired students concerning sciences, technology, engineering and mathematics (SSTEM) is an important issue for the school and for the teachers when planning inclusive classrooms in STEM context.
With the purpose of accessing the way visual impaired students relate to S-STEM, a questionnaire was applied in two samples of students from Portugal and Greece. The influence of sex, academic level, country and type of vision impairment was evaluated as main factors using a factorial ANOVA.
The analysis of the questionnaires showed that the academic level was the single factor with statistically significant effect on S-STEM. This drives to the conclusion that visual impaired students generally have a similar attitude towards S-STEM when comparing with other
students.
Keywords. Blind, Inclusive Classrooms, Low
Vision, STEM, Visual Impairment.
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