Teachers can expect to have students with a wide range of abilities and disabilities participate in MESA activities. This website provides suggested accommodations for students with specific types of disabilities participating in the Wind Energy Lessons. For information on suggested accommodations within a lesson, select one from the list below.
For more information about accommodating students with disabilities consult the Resources section of the MESA Curriculum Addendum: How to Fully Include Students with Disabilities. Teachers may also want to learn more about Universal Design, which is a proactive practice for designing educational products and environments to be welcoming and accessible to all students.
This unit contains many visual elements and reading requirements, which may pose challenges to students with vision impairments, dyslexia, or other learning disabilities. In addition, some activities involve manipulation of small objects and may require accommodations for students with upper body mobility or fine motor impairments. Have students work with partners or in small groups so that each student can contribute according to his or her strengths. For information on suggested accommodations, select an activity below.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide access to an open- or closed-captioned film.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide large-print lecture notes, handouts, and worksheets.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Enlarge computer screen characters and images. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
In activities that require writing, consider computer accommodations. Use built-in word processor features such as the spelling checker and grammar checker. For more information, consult the video presentation and publication Working Together: Computers and People with Learning Disabilities.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide large-print lecture notes, handouts, and worksheets.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Use an adjustable table, and locate lab equipment within reach.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Adaptive lab equipment for individuals with mobility impairments can be found at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide large-print lecture notes, handouts, and worksheets.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
In activities that require writing, consider computer accommodations. Use built-in word processor features such as the spelling checker and grammar checker. For more information, consult the video presentation and publication Working Together: Computers and People with Learning Disabilities.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
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.
Minimize distractions as much as possible. Keep the classroom door closed, and seat the student with attention deficits away from windows and other distractions.
In activities that require writing, consider computer accommodations. Use built-in word processor features such as the spelling checker and grammar checker. For more information, consult the video presentation and publication Working Together: Computers and People with Learning Disabilities.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Enlarge computer screen characters and images. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Adaptive lab equipment for individuals with mobility impairments can be found at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
This unit contains many activities involving accessing online resources about energy, which may pose some accessibility issues for those who are blind, have low vision or are dyslexic. Have students work with partners or in small groups so that each student can contribute according to his or her strengths. For information on suggested accommodations, select an activity below.
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.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
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.
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.
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.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Use tactile accommodations of graphic materials:
Consider making shapes for flow charts or room layouts from tagboard or foam core for the student to manipulate.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
To find talking calculators, consult the National Federation of the Blind Independence Market Online.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
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.
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
To find talking calculators, consult the National Federation of the Blind Independence Market Online.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Use tactile accommodations of graphic materials:
Consider making shapes for flow charts or room layouts from tagboard or foam core for the student to manipulate.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
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.
Use tactile accommodations of graphic materials:
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
Consider making shapes for flow charts or room layouts from tagboard or foam core for the student to manipulate.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
To find talking calculators, consult the National Federation of the Blind Independence Market Online.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
This unit contains many visual elements and reading requirements, which may pose challenges to students with vision impairments, dyslexia, or other learning disabilities. In addition, some activities involve manipulation of small objects and may require accommodations for students with upper body mobility or fine motor impairments. Have students work with partners or in small groups so that each student can contribute according to his or her strengths. For information on suggested accommodations, select an activity below.
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.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
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.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide large-print lecture notes, handouts, and worksheets.
Provide large-print lab signs and equipment labels.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide large-print lecture notes, handouts, and worksheets.
Provide large-print lab signs and equipment labels.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
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.
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.
Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
Provide large-print lab signs and equipment labels.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
This unit contains many visual elements and reading requirements, which may pose challenges to students with vision impairments, dyslexia, or other learning disabilities. Students will need to access images and videos and therefore made need assistance accessing that content. In addition, some activities involve manipulation of small objects and may require accommodations for students with upper body mobility or fine motor impairments. Have students work with partners or in small groups so that each student can contribute according to his or her strengths. For information on suggested accommodations, select an activity below.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Use tactile accommodations of graphic materials:
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
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.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
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.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide large-print lecture notes, handouts, and worksheets.
Provide large-print lab signs and equipment labels.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Enlarge computer screen characters and images. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide large-print lecture notes, handouts, and worksheets.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Talking compasses and talking and tactile globes can be found at the AbleData. [Seems to now be defunct]
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
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.
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
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.
Face students with hearing impairments so that they can see your lips. Speak clearly. Repeat questions or comments from others.
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.
Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
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.
Use tactile accommodations of graphic materials:
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
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.
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.
Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
Provide large-print lab signs and equipment labels.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Enlarge computer screen characters and images. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Talking compasses and talking and tactile globes can be found at the AbleData.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
This unit contains visual elements and reading requirements, which may pose challenges to students with vision impairments, dyslexia, or other learning disabilities. Students will need to access images of wind turbines and therefore made need assistance accessing that content through description or tactile experience. In addition, some activities involve manipulation of small objects and may require accommodations for students with upper body mobility or fine motor impairments. Have students work with partners or in small groups so that each student can contribute according to his or her strengths. For information on suggested accommodations, select an activity below.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
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.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
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.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Use tactile accommodations of graphic materials:
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.
Request and encourage student input on how to best accommodate the student's learning needs.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
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.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
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.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
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.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Request and encourage student input on how to best accommodate the student's learning needs.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
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.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
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.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Request and encourage student input on how to best accommodate the student's learning needs.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Use tactile accommodations of graphic materials:
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
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.
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.
Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.
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 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.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
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.
In this session, students make revisions to their original wind turbine blades to optimize the amount of electrical output they produce. Additionally, students can combine two miniature wind turbines to determine whether the "wind farm" can generate enough voltage to turn on a light bulb. This will call on access to web content including videos, images and text. Additionally, students will need to use fine and gross motor skills to create and modify wind turbines. For information on suggested accommodations, select an activity below.
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.
Enlarge computer screen characters and images. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
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.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
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.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Use tactile accommodations of graphic materials:
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
Request and encourage student input on how to best accommodate the student's learning needs.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Request and encourage student input on how to best accommodate the student's learning needs.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
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.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
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.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Request and encourage student input on how to best accommodate the student's learning needs.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Use tactile accommodations of graphic materials:
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
Request and encourage student input on how to best accommodate the student's learning needs.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
Request and encourage student input on how to best accommodate the student's learning needs.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
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.
Allow flexible seating to provide a clear view of a sign language interpreter, lip reading, visual aids, and demonstrations.
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.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Request and encourage student input on how to best accommodate the student's learning needs.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Use tactile accommodations of graphic materials:
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
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.
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.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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 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.
Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.
Enlarge computer screen characters and images. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.
Request and encourage student input on how to best accommodate the student's learning needs.