This abstract will be followed by a full paper. A unique curriculum adaptation of a Computer-Aided Design (CAD) course was developed for visually impaired students. This initiative was undertaken to ensure equitable access and foster an inclusive learning environment. The curriculum was designed to familiarize students with the functionalities and limitations of CAD software and the foundational processes of design, and to facilitate their interaction with other engineers using these tools. The teaching approach predominantly involves a series of 3D printed models accompanied by detailed text documentation, illustrating the CAD creation process behind these models. A teaching assistant is assigned to guide students following the adapted curriculum through examples and assignments aligned with the standard class syllabus. Assignments were tailored to include both the study of pre-made 3D printed parts and the oral description of steps for creating similar parts in Siemens NX. This method not only addresses the unique needs of visually impaired students but also provided insights into the effectiveness of tactile and descriptive learning in CAD education. The broader impact of this work lies in the demonstration of the potential for personalized teaching techniques in engineering education, particularly for students with visual impairments. It underscores the importance of inclusivity in technical fields and paves the way for more accessible and diverse educational environments.
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Giles et al. (2024) studied this question.