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.