Activity 2. Drifting Apart

Disability Type

Low Vision

Request and encourage student input on how to best accommodate the student's learning needs.

Consider the position, lighting, and seating needs of the student during presentations or when using text, manipulatives, transparencies or other projected images.

Provide large-print lecture notes, handouts, and worksheets.

Orient the student to the classroom (dimensions, exits, furniture arrangement, hazards) initially and whenever a change occurs.

To find talking calculators, consult the National Federation of the Blind Independence Market Online.

Rulers, protractors, and other measurement tools are available in tactile and large-print format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.

Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.

Use a scanner to create an electronic version of images, charts, or maps, and display them in a larger format on a computer monitor, or use an LCD projector.

Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.

Consider the needs of students with disabilities during lab orientation and lab safety meetings.

Assign group activities in which all students take responsibility and contribute according to their abilities.

Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.

For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.

For additional information, consult the AccessSTEM Knowledge Base.

Blindness

Request and encourage student input on how to best accommodate the student's learning needs.

Provide audiotaped, Brailled, or electronic-formatted lecture notes, handouts, and texts.

Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.

To find calculators for students who are blind, consult the National Federation of the Blind Independence Market Online or American Printing House for the Blind.

Rulers, protractors, and other measuring tools are available in tactile and Braille format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.

Use tactile accommodations of graphic materials:

  • Tools for creating raised-line drawings can be found at the American Printing House for the Blind.
  • One method for drawing tactile lines on a map or diagram is to go over the lines with a pattern tracing wheel; to do this effectively, put something soft under the drawing or map first.
  • Raised-line drawings can be created with fabric paint, a glue gun, or other commercially available materials, such as Wikki Stix.
  • Additional information is available at Access2Science.

Tools for teaching orientation and mobility concepts, compass directions, and navigation can be found at the American Printing House for the Blind. Consider consulting the student's mobility instructor.

Embossed graph paper is available from the American Printing House for the Blind. Additional high- and low-tech ideas for creating graphs are available from the Texas School for the Blind and Visually Impaired.

Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.

Consider providing a lab assistant or lab partner for the student.

Consider the needs of students with disabilities during lab orientation and lab safety meetings.

Assign group activities in which all students take responsibility and contribute according to their abilities.

Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.

For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.

For additional information, consult the AccessSTEM Knowledge Base.

Hearing Impairments

Request and encourage student input on how to best accommodate the student's learning needs.

Provide a sign language interpreter, real-time captioning, and/or an FM system.

Provide access to an open- or closed-captioned film.

Use visual aids to explain concepts to the student.

Face students with hearing impairments so that they can see your lips. Speak clearly. Repeat questions or comments from others.

Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.

Give assignments, lab instructions, and demonstration summaries in writing.

Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.

Consider the needs of students with disabilities during lab orientation and lab safety meetings.

Assign group activities in which all students take responsibility and contribute according to their abilities.

Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.

For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.

For additional information, consult the AccessSTEM Knowledge Base.

Learning Disabilities

Request and encourage student input on how to best accommodate the student's learning needs.

A computer with voice output software is an appropriate accommodation for students with learning disabilities. Consult the video presentation and publication Working Together: Computers and People with Learning Disabilities and the AccessSTEM Knowledge Base.

Talking calculators may be appropriate for some students. For information on talking calculators, consult Independent Living Aids.

Allow extra time for assignments and exams. Provide alternative testing arrangements.

Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.

Minimize distractions as much as possible. Keep the classroom door closed, and seat the student with attention deficits away from windows and other distractions.

Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.

Consider the needs of students with disabilities during lab orientation and lab safety meetings.

Assign group activities in which all students take responsibility and contribute according to their abilities.

Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.

For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.

For additional information, consult the AccessSTEM Knowledge Base.

Mobility Impairments

Request and encourage student input on how to best accommodate the student's learning needs.

Assure that classrooms and labs are in wheelchair-accessible locations.

Use an adjustable table, and locate lab equipment within reach.

Support the student's use of a computer equipped with a special input device (e.g., voice input, Morse code, alternative keyboard) whenever appropriate. For more information, consult the video presentation and publication Working Together: Computers and People with Mobility Impairments or the AccessSTEM Knowledge Base.

Extend time allotted for exams and class assignments.

Consider providing a note taker.

Consider the needs of students with disabilities during lab orientation and lab safety meetings.

Assign group activities in which all students take responsibility and contribute according to their abilities.

Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.

For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.

For additional information, consult the AccessSTEM Knowledge Base.

Health Impairments

Request and encourage student input on how to best accommodate the student's learning needs.

Provide a mechanism for students to learn material and make up assignments that they missed because of absences.

Provide flexibility in scheduling and attendance.

Talk with the student and family about any impacts of class activities on the student. Let the student know well ahead of time of classroom activities that may present a problem.

For additional information, see Disability-Related Resources on the Internet: Health Impairments.

Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.

Use email to facilitate communication and class discussion.

Consider providing a note taker.

Consider the needs of students with disabilities during lab orientation and lab safety meetings.

Assign group activities in which all students take responsibility and contribute according to their abilities.

Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.

For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.

For additional information, consult the AccessSTEM Knowledge Base.

Psychosocial Impairments

Request and encourage student input on how to best accommodate the student's learning needs.

Establish and honor classroom schedules and practices. Let the student know ahead of time of any changes to the classroom routines.

In group activities, assign the student to a group with supportive peers. Provide clear instructions so that students know exactly what is expected of them.

Help the student learn to anticipate situations that will be difficult and to plan in advance appropriate response strategies.

Consider providing a quiet area where the student can take a time-out if necessary.

Consider the needs of students with disabilities during lab orientation and lab safety meetings.

Assign group activities in which all students take responsibility and contribute according to their abilities.

Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.

For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.

For additional information, consult the AccessSTEM Knowledge Base.