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Journal articles on the topic "Advanced placement programs (Education) – Study guides"
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Mcardle, Erin E., and Jennifer D. Turner. "“I'm Trying to Beat a Stereotype”: Suburban African American Male Students’ Social Supports and Personal Resources for Success in AP English Coursework." Teachers College Record: The Voice of Scholarship in Education 123, no. 4 (April 2021): 1–44. http://dx.doi.org/10.1177/016146812112300403.
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Background African American male students attending U.S. suburban schools remain severely underrepresented in Advanced Placement (AP) programs. A number of structural barriers, including racialized tracking policies; limited referrals from educators and school counselors; conventional AP practices centered on Eurocentric curricula, literature, and pedagogies; and educators’ deficit mindsets toward Black masculinity, mitigate African American male students’ access to and success in suburban AP classrooms. Despite these sobering realities, African American male students have achieved success in AP English Language Arts coursework. Yet few researchers have investigated the multiple and complex forms of support to which African American male students attribute their successful performance in AP English coursework in suburban high schools. Purpose/Research Question In an effort to close opportunity gaps in AP English programs, the present study illuminates the social supports and personal resources that African American male students mobilized to earn exemplary grades (i.e., maintaining a grade of B- or higher, or 79.6% or higher out of 100%) in an AP English Language and Composition and/or an English Literature and Composition course, and earn a passing score on the formal AP exam (i.e., 3 or higher). Countering deficit-oriented research paradigms, we employed an anti-deficit achievement framework to (re)position young African American men as capable, motivated, and agentive learners who marshal complex supportive networks, as well as their own personal resources, to successfully learn academic literacies in AP English classrooms. Our inquiry was guided by the following research question: To what social supports and personal resources do young African American men who graduated from a suburban high school attribute their success in AP English coursework? Participants Eight young African American men who were enrolled in AP English coursework in a suburban Mid-Atlantic secondary school were the participants in this study. Participants were successful learners who received exemplary grades in an AP English class, were taught by the first author, and earned a passing score on an AP English exam. Participants’ ages ranged from 21 to 33 years, and all were attending or had graduated from a four-year college or university. Research Design The young men participated in one-on-one, in-depth interviews. Interviews probed the participants’ personal experiences in AP English, their perspectives in achieving success in the class and on the formal exam, and their recollections of the AP English curriculum, and were cross-analyzed for common sources of supports through multiple coding cycles. Findings The young men highlighted six sources of support that were integral to their AP English success. They described three sources of social supports—the wisdom, guidance, and caring that they received from family members, English teachers, and peers—that promoted their success in AP English. In addition, participants identified three types of personal resources—their own college aspirations, persistence in learning academic literacies, and racial consciousness—that inspired and motivated their high scholastic achievement in AP English. Conclusion By mobilizing the rich social supports and personal resources in their lives, African American male students have the resilience, courage, and the intelligence to enroll and succeed in AP English coursework. We suggest that suburban school administrators, school counselors, and teachers use open AP enrollment policies; work closely with and provide pertinent information to African American families; address students’ social emotional concerns; and ensure that AP English pedagogical practices are humanizing to improve the recruitment and retention of African American male students in AP English programs. Finally, we contend that educational scholars and practitioners must continue to engage in research and practice that nurture young African American male students’ social supports and personal resources for AP English success.
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Taylor, Jason L., and Rui Yan. "Exploring the outcomes of standards-based concurrent enrollment and Advanced Placement in Arkansas." education policy analysis archives 26 (October 1, 2018): 123. http://dx.doi.org/10.14507/epaa.26.3647.
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Accelerated programs (concurrent enrollment and Advanced Placement) are expanding across the US, yet there is little evidence on the relationships between participation in different accelerated programs, standards-based concurrent enrollment programs (e.g., accredited programs), and educational outcomes. This study used data from a cohort of Arkansas high school graduates and school-level fixed effects to assess how different accelerated programs predict students’ likelihood of enrolling in and being retained in an Arkansas college. We found that participation in concurrent enrollment and Advanced Placement predicts college access and college retention. However, we found no differences in college access and retention based on whether students participated in a NACEP-accredited concurrent enrollment program or not. The results suggest the need to expand access to both concurrent enrollment and Advanced Placement and the need for more research on standards-based concurrent enrollment programs such as those that are NACEP-accredited.
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Wood, William B. "Advanced High School Biology in an Era of Rapid Change: A Summary of the Biology Panel Report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools." Cell Biology Education 1, no. 4 (December 2002): 123–27. http://dx.doi.org/10.1187/cbe.02-09-0038.
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A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors.
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Kettler, Todd, and Luke T. Hurst. "Advanced Academic Participation." Journal for the Education of the Gifted 40, no. 1 (February 17, 2017): 3–19. http://dx.doi.org/10.1177/0162353216686217.
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Participation in advanced academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) has been associated with higher student achievement and college readiness. In addition, AP and IB are widely recommended and implemented as services for gifted and talented students. Students who participate in these programs tend to be more successful in college admissions, scholarships, college grade point averages, and college completion rates. Black and Hispanic students do not generally participate in AP and IB programs at the same rate as same-school White students, leaving White students to benefit disproportionately in the transition from high school to college. This study analyzed ethnicity gaps in AP and IB programs longitudinally from 2001 to 2011 in 117 suburban high schools. Results indicated that AP/IB participation increased for all students over time ( d = 0.74). There were ethnicity gaps in 2001 and again in 2011 between Black and Hispanic student AP/IB participation and White student AP/IB participation, and the gaps neither increased nor decreased substantially over time. This study also examined school factors associated with AP/IB ethnicity gaps and found that overall schoolwide college readiness and the proportion of minority faculty at each school were moderately associated with changes in the magnitude of the gaps. Teacher experience and changing student demographics in schools showed little to no association with changes in the magnitude of the ethnicity gaps.
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Lin, Ching-Hui, Victor M. H. Borden, and Jyun-Hong Chen. "A Study on Effects of Financial Aid on Student Persistence in Dual Enrollment and Advanced Placement Participation." Journal of College Student Retention: Research, Theory & Practice 22, no. 3 (January 19, 2018): 378–401. http://dx.doi.org/10.1177/1521025117753732.
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Despite concerted efforts to increase participation in advanced placement (AP) and dual credit (DC) programs, their efficacy remains unexplored. Drawing upon St. John’s model as the conceptual framework, this study employed a discrete-time event history analysis to examine the interplay between forms of financial aid and persistence toward degree completion for students participating in DC and AP programs and enrolling in a large, multicampus, Midwestern, U.S. University. First-time, first-year baccalaureate degree-seeking students who began studies in Fall 2012 were tracked for 4 years. The findings suggest that many factors are significantly related to college success, including student demographics such as race (especially Latino identity), first-generation status, housing status, socioeconomic status, and dependency status; high school performance, AP/DC participation, and SAT or ACT scores; and financial aid, such as Pell and federal grant aid and institutional grant programs. Results suggest that receiving Pell and federal grant aid and institutional grant-in-aid consistently and significantly attenuated the risks of student departure. In relation to prematriculation college-level credits, AP participants were more likely to receive institutional grant programs, whereas DC participants were more likely to have student loans. These findings have implications regarding the efficacy of DC/AP programs in regard to their interplay with financial aid systems in affecting persistence outcomes.
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Delicath, Timothy A. "The Influence of Dual Credit Programs on College Students' Integration and Goal Attainment." Journal of College Student Retention: Research, Theory & Practice 1, no. 4 (February 2000): 377–98. http://dx.doi.org/10.2190/1yud-y451-6yed-81xn.
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This study was designed to investigate the differences in integration and goal achievement between students entering college with and without credits from a dual credit program. Dual credit programs included in this study were Saint Louis University's Advanced College Credit 1818 Program (ACC) and Advanced Placement Testing (AP). The results of the logistic regressions indicated that ACC credits significantly influenced students' ability to persist and graduate. The results of the linear regressions indicated that ACC/AP credits did not significantly influence the students' time to graduation.
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Dutkowsky, Donald H., Jerry M. Evensky, and Gerald S. Edmonds. "Should a High School Adopt Advanced Placement or a Concurrent Enrollment Program? An Expected Benefit Approach." Education Finance and Policy 4, no. 3 (July 2009): 263–77. http://dx.doi.org/10.1162/edfp.2009.4.3.263.
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This article provides an explicit framework for evaluating the expected benefit to college-bound students of courses offered by Advanced Placement (AP) versus concurrent enrollment programs (CEP). District personnel can use it to assess the relative merits of these programs, given the characteristics of their students, in deciding which model to implement or maintain. Simulations reveal that CEP generally provides a higher expected benefit for districts where students who take the course attend private colleges or universities (including public institutions out of state) and perform on the AP exam around national norms. AP favors high schools where students taking the course either face inexpensive costs for study at institutions of higher education or perform exceptionally well on the AP exam. Information from a sample of 240 colleges and universities reveals that few explicitly reject AP or CEP for credit if the student meets a minimum criterion, although more information is provided for AP.
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Knezevich, Emily, Kevin T. Fuji, Krysta Larson, and Gabrielle Muniz. "A Cross-Sectional Survey Study Examining the Provision of Continuous Glucose Monitoring Education in U.S. Doctor of Pharmacy Programs." Pharmacy 10, no. 6 (December 16, 2022): 174. http://dx.doi.org/10.3390/pharmacy10060174.
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Continuous glucose monitoring (CGM) is used to help patients with diabetes and their healthcare providers more effectively manage care. CGM use is expanding to all healthcare settings where pharmacists practice and new pharmacy graduates may increasingly be asked to assist patients utilizing CGM devices and assess diabetes management through the interpretation of CGM data. The purpose of this study was to describe CGM education across Doctor of Pharmacy (Pharm.D.) programs in the United States. An online survey was administered to 139 accredited Pharm.D. programs. Information was solicited about CGM education, including curricular placement, course type, hands-on experience, and credential(s) of faculty providing the education. Fifty-seven programs responded with 51 (89.5%) providing CGM education for a median of 1.0 h. Of programs providing detailed responses, content was delivered in required (60.4%) or elective (45.8%) lectures as well as experiential settings (41.7%). Education occurred most frequently in the third year (58.3%), followed by the second (43.8%) and fourth (37.5%) years. Thirty-one (66.0%) programs were taught by a faculty member with an advanced diabetes credential. The results from this study confirm that there is an ongoing need to examine optimal amount, timing, and methods for providing CGM education.
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Riley, Tasha. "Exceeding Expectations: Teachers’ Decision Making Regarding Aboriginal and Torres Strait Islander Students." Journal of Teacher Education 70, no. 5 (October 20, 2018): 512–25. http://dx.doi.org/10.1177/0022487118806484.
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Although Indigenous and non-Indigenous teachers, administrators, and educational policy makers have made efforts to improve Indigenous educational outcomes, slow progress limits the opportunities available to Indigenous learners and perpetuates social and economic disadvantage. Prior Canadian studies demonstrate that some teachers attribute low ability and adverse life circumstances to Indigenous students, possibly influencing classroom placement. These findings were the catalyst for an Australian-based study assessing the influence students’ Aboriginal and/or Torres Strait Islander status had upon teachers’ placement decisions. Teachers allocated fictional students to supplementary, regular, or advanced programs. Study findings revealed that teachers’ decisions were based upon assumptions regarding the perceived ability, family background, and/or life circumstances of Indigenous learners. The research tool designed for this study provides a way for teachers to identify the implications of biases on decision making, making it a valuable resource for teacher educators engaging in equity work with preservice teachers.
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Samaranayake, Sarath W., and Joaquin Jr Gabayno. "Post-Foundation Students’ Perceived Difficulties of an In-House Entry Test in the Context of Technological Education in Oman." Education and Linguistics Research 5, no. 2 (September 9, 2019): 58. http://dx.doi.org/10.5296/elr.v5i2.15095.
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This paper reports the findings of a study that investigated why a large number of test takers show a low performance in four language skills (listening, speaking, reading and writing) offered in an entry test used by a College of Technology in Oman to place students in advanced diploma and bachelor’s degree programs. The main research question was meant to find out what difficulties the test takers face in the three tests (Listening, reading and writing) in two semesters. The study analyzed the entry test results for two semesters including a survey results obtained from the test takers regarding the difficulties experienced by them in the three tests and an analysis of writing answer scripts. The findings indicate that most test takers were not qualified enough to pursue their studies in the advanced diploma or bachelor’s degree programs due to their low performance in the entry test. The findings, moreover, suggest that the current placement test poses difficulties for most test takers. Therefore, based on the findings, the possible reasons for the low performance of the test takers and the fairness of the entry test are explicitly discussed and finally, suggestions and recommendations for addressing the issue of the current entry test are offered.
Dissertations / Theses on the topic "Advanced placement programs (Education) – Study guides"
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McCauley, David. "The impact of advanced placement and dual enrollment programs on college graduation /." View online, 2007. http://ecommons.txstate.edu/arp/206/.
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Martinez, Mabell Jeannette. "Moving traditional teaching methods of advanced placement biology toward improving opportunity for students to develop understanding of scientific principles." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2972.
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This project investigated the role of the advanced placement program in the classroom. The research suggested that implementation of inquiry-based methods in science classrooms, including advanced placement biology courses, would improve student understanding.
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Bond, Richard P. "Sexual Orientation and the Advanced Placement Art History Survey." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700015/.
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This two-part study included a content analysis of an AP art history text and a survey together with interviews with AP art history teachers that embraced both quantitative and qualitative research methodologies. The first phase of the study examined one of the more popular art history survey texts in the AP art history program, Gardner’s Art through the Ages, in terms of how inclusive it is in addressing issues of sexual orientation and, particularly, same-sex perspectives. In addition, the text was examined for evidence of sexual orientation ignored – particularly same-sex perspectives ignored and for heteronormative hegemonies. The second phase investigated the understandings and opinions of AP art history teachers toward the inclusion of sexual orientation and same-sex perspectives in their curriculums and classrooms. Recent recognition of gay, lesbian, and same-sex perspectives in the study of art history has challenged art educators and art historians to begin to consider opening up their curriculums and writings to include these perspectives. These ignored perspectives produce important understandings that enrich and deepen the discourse of art history. The inclusion of gay and lesbian content and same-sex perspectives to the study of AP art history, not only effectively serves the needs of AP art history teachers, but it provides a more equitable and comprehensive visual arts education to students. The implications of this study are broad and complex. If students are to be well and comprehensively educated in the history of the visual arts, including discussions about the sexual orientation of gay and lesbian artists as well as artworks depicting same-sex perspectives is important. Similarly, their teachers must be well-informed and believe that including such material in the curriculum is important. There is definitely a need for designing more balanced and equitable AP art history programs that include gay and lesbian artists as well as same-sex perspectives. From a multicultural art education perspective, this study reveals that gays and lesbians are marginalized in a major AP art history survey text. It illuminates how an AP art history survey text and AP art history teachers’ attitudes and knowledge base on same-sex perspectives inform their curriculums, specifically concerning what’s important to teach in an AP art history classroom. If approved AP art history survey texts as well as the influential annual AP College Board art history exam included issues of sexual orientation, particularly same-sex perspectives, it would encourage more AP art history teachers to include gay and lesbian artists and same-sex perspectives in their curriculums.
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Bethley, Troy Y. "The Relationship between the Advanced Placement Calculus AB Exam and Student Achievement in College Level Math 1710-Calculus I." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984187/.
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The purpose of this dissertation was to investigate the relationship between the Advanced Placement Calculus AB exam and student achievement in college level Math 1710-Calculus I. The review of literature shows that this possible relationship is based on Alexander Astin's longitudinal input-environment-outcome (I-E-O) model. The I-E-O model was used to analyze the relationship between the input and outcome of the two variables. In addition, this quantitative study determined the relationship between a score of 3 or lower on the Advanced Placement Calculus AB exam and student achievement in college level Math 1710-Calculus I. The sample population of this study contained 91 students from various high schools in Texas. Spearman's rank correlation revealed there was a statistically significant relationship between Advanced Placement Calculus AB exam scores and final grades in Math 1710-Calculus I.
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Stalions, Eric Wesley. "Dynamic Criteria Mapping: A Study of the Rhetorical Values of Placement Evaluators." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182262492.
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Pearson, Phillip Bruce. "The Impact of School-Level Factors on Minority Students' Performance in AP Calculus." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1849.
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In recent years, Science, Technology, Engineering, and Technology (STEM) talent pool has re-emerged as a national priority. Certain racial and ethnic groups are dramatically underrepresented in STEM careers and STEM educational programs, an especially serious concern given demographic transitions underway in the United States. The College Board's Advanced Placement (AP) Calculus program provides one way in which students can gain exposure to college-level mathematics while still in high school. This study analyzed factors that contribute to the success of minority students in AP Calculus using a large, longitudinal (2007-2012), geographically distributed dataset which included important school-level variables and AP scores for 10 urban school districts. Descriptive statistics show that AP success in general and minority success in AP Calculus specifically are unevenly distributed across the dataset. A very small number of schools and school districts account for the majority of the production of passing scores on AP exams. Results from multi- variate regression and multi-level growth modeling demonstrate that school size and academic emphasis on a school level constitute important predictors of success for Black and Hispanic students in AP Calculus. The very narrow distribution of AP success across schools and school districts suggests that a specific set of school-level policies and practices are likely to be highly effective in leveraging these two predictors.
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Lu, Xingchi. "A Comparative Study of the Introduction of Advanced Placement and International Baccalaureate Mathematics Courses in Ningbo, China." Thesis, 2019. https://doi.org/10.7916/d8-bf3b-7415.
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Recently, in an attempt to promote globalization and internationalization, the Chinese government has introduced AP (Advanced Placement) and IB (International Baccalaureate) programs in Chinese high school. Although it is one of the biggest countries to introduce international programs to its secondary education in an effort to prepare more students to go overseas to pursue their higher education, China does not have much research focusing on introduced foreign academic programs. The purpose of this study is to fill in some gaps in the research while providing a better understanding of the depth behind the phenomenon of introducing the AP program and the IB diploma program in China and that introduction’s impact on the existing general Chinese high school program in mathematics. Multiple sources of data were collected and used to make various kinds of analysis such as contextual analysis, cross-curricula comparisons and statistical analysis. The findings illustrated the differences and similarities between the AP program and the IB program in their respective schools in Ningbo, China. It further examined the differences and similarities between the AP program/ IB program and the intended Chinese high school program in mathematics education. It also explored mathematics instructors’ perceptions of the imported AP and IB programs in China.
Limitations of this study include the absence of some test scores, the relatively small sample size and the circumscribed selection of interviewees. This study provides a guide to help Chinese students and their parents decide on a learning program based on individual preferences. Also, the results of this study indicate that a considerable gap exists between secondary education and higher education in Chinese mathematics, and also points to possible limitations for individualized learning. The findings imply the need to consider curricular reform and suggest that local teachers and non-local teachers who teach in the imported programs consider reinforcing their teaching by learning from each other. Policymakers need to make adjustments to consider local conditions when introducing international programs so as to offer the most suitable program possible to native students.
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Brannon, Jeremy R. Wood Susan Nelson. "Measuring poetry a self-study of teacher effectiveness in a 12th grade advanced placement literature and composition class /." 2004. http://etd.lib.fsu.edu/theses/available/etd-07072004-143751.
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Thesis (M.S.)--Florida State University, 2004.Advisor: Dr. Susan Nelson Wood, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 27, 2004). Includes bibliographical references.
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Hamen, Farrar Cynthia Sue. "Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)." Thesis, 2016. https://doi.org/10.7916/D88G8KQT.
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In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher’s instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers’ knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher’s AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to recognize contradictions and to internalize and set their instructional goal, facilitating their learning. Without recognition of contradictions, some of these micro-communities are not aware that their instruction is not in line with the AP Biology goal of science practice. An in-depth look at teacher learning revealed the criticality of reflective practice and the need for an “expert” within a teacher’s community to facilitate = learning and develop SCK to incorporate science practice in classroom instruction.
Books on the topic "Advanced placement programs (Education) – Study guides"
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Blinn, Joyce A. Advanced placement examination, biology. Piscataway, N.J: Research and Education Association, 1988.
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(Firm), Princeton Review, ed. 12 practice tests for the AP exams. 2nd ed. New York: Random House, 2007.
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Baker, Angela C. M. Cracking the AP environmental science exam. 2nd ed. New York: Penguin Random House, 2015.
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Habibi, Mehran. Cracking the AP computer science A and AB exams. 2nd ed. New York: Random House, Inc., 2004.
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Habibi, Mehran. Cracking the AP computer science A and AB exams. 2nd ed. New York: Random House, Inc., 2004.
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Thorpe, Gary S. AP environmental science. 4th ed. Hauppauge, NY: Barron's, 2011.
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Bohan, James F. Amsco's AP statistics: Preparing for the advanced placement examination. [United States]: Amsco School Publications, 2000.
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Kahn, David S. Cracking the AP calculus AB & BC exams. 2nd ed. New York: Random House, 2008.
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Advanced placement examination in English: Composition and literature. 2nd ed. New York: Arco, 1990.
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Romano, Michael J. CliffsNotes AP European history with CD-ROM. 2nd ed. Hoboken, NJ: Wiley Pub., 2010.
Find full textConference papers on the topic "Advanced placement programs (Education) – Study guides"
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Nevoso, Isabella, Niccolò Casiddu, Annapaola Vacanti, Claudia Porfirione, Isabel Leggiero, and Francesco Burlando. "HCD methodologies and simulation for visual rehabilitator’s education in oMERO project." In 9th International Conference on Human Interaction and Emerging Technologies - Artificial Intelligence and Future Applications. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002923.
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Objectives:The presented work arises in the context of designing for individuals with visual impairment, specifically we refer to a target group of children from two to seven years of age. The study was conducted with the contribution of the XXX research group within the XXX project funded by the European Community (2020-2023), with the aim of creating a specific curriculum for training the profession of a visual rehabilitator for children. In this perspective, the paper shows a practical case study carried out through the simulation technique at XXX.The approach that would be applied to this course is innovative, as it involves the immersive and experiential participation of students and the adoption of the most advanced training technologies in the field of simulation.In order to proceed with the implementation of the experiment, the contribution of multiple figures, such as expert designers, doctors, ophthalmologists, psychologists, and visual rehabilitators, was planned, creating a multidisciplinary and interdisciplinary study. The ultimate goal is to provide students with standardized criteria for assessing and intervening appropriately within the living spaces of the child with visual impairment.Methods:The preliminary phase involved the simulation of a typical home environment for the considered target, specifically the set-up of a children's bedroom. The set-up of XXX is based on a movie set. Equipped with the most advanced technologies, it allows for the recording and creation of digital content (real-time recordings) and the configuration of environments, such as the arrangement and number of furnishings and the variation of ambient brightness, which are fundamental elements to ensure the autonomy of actions such as eating, playing, washing and orienting oneself, planned in each educational module.Specifically, the bedroom was set up with basic and standard elements, trying to recreate a real context in the most realistic way. The furniture included a bed, a bedside table, a small table for playing, a small chair, a bookshelf, a desk, various soft toys and games, two closets with sliding doors, and a desk chair.The entrance door and a window were also simulated in the room.The placement of the various elements within the room was designed based on the needs of visually impaired and blind children and the experimentation was divided into two moments characterized by two different setups. The first set-up involved a glaring light setting and the selection of objects that were difficult to distinguish, then the environment was modified through the use of contrasting elements, visual markers, and appropriate lighting through dimmable lights.Results:The experiment, which took place as part of the activities of TWP4 - Task 4.2 Lesson Plan Development: guides and plans for teachers supporting the localization of the curriculum, was carried out by a series of students from various European countries who participated in both paths (first the one with the impediments and then the simplified one) wearing specific glasses capable of simulating visual impairment.During the experimentation, we asked the students to complete some tasks, such as writing their names on a sheet of paper, turning off the light, searching for some object and taking it to other places in the room.At the end of each path, and then once the tasks had been completed, the participants had to fill in an accessibility evaluation form through which define the level of difficulty of the tasks and give suggestions for improving the existing set-up in terms of placement or choice of furniture, materials, lighting, color contrasts, pathways, and tactility.Through this experimentation, the data collected enabled the research team to understand possible modifications to be made to the environment and to identify elements that could make the experiment reproducible in various domestic settings, in order to define a protocol for adapting the spaces to the needs of the target audience.