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.