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.