This unit is visually oriented. Take special care that students who are blind or who have low vision have the tools they need to participate. Navigation skills are essential in the lives of individuals who are blind and the tools to support navigation are improving dramatically with advances in Global Positioning Satellite (GPS) technology. You may wish to consider adding content to the unit about navigation for people who are blind. For students with mobility impairments, learning disabilities, or low vision, online maps or mapping software may be helpful. 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.You may also select a disability type to see the suggested accommodations across all the activities.
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.
Provide large-print lecture notes, handouts, and worksheets.
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.
Rulers, protractors, and other measurement tools are available in tactile and large-print format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.
Talking compasses and talking and tactile globes can be found at the AbleData.
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 the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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:
Rulers, protractors, and other measuring tools are available in tactile and Braille format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.
Tools for teaching orientation and mobility concepts, compass directions, and navigation can be found at the American Printing House for the Blind. Consider consulting the student's mobility instructor.
Braille compasses can be found at AssisTech. Talking compasses and a talking globe can be found at the AbleData. [Seems to now be defunct]
Tactile maps can be obtained from the American Printing House for the Blind.
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.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
Use visual aids to explain concepts to the student.
Give assignments, lab instructions, and demonstration summaries in writing.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Minimize distractions as much as possible. Keep the classroom door closed, and seat the student with attention deficits away from windows and other distractions.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
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.
Consider providing a note taker.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide a mechanism for students to learn material and make up assignments that they missed because of absences.
Provide flexibility in scheduling and attendance.
Talk with the student and family about any impacts of class activities on the student. Let the student know well ahead of time of classroom activities that may present a problem.
For additional information, see Disability-Related Resources on the Internet: Health Impairments.
Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.
Use email to facilitate communication and class discussion.
Consider providing a note taker.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Establish and honor classroom schedules and practices. Let the student know ahead of time of any changes to the classroom routines.
In group activities, assign the student to a group with supportive peers. Provide clear instructions so that students know exactly what is expected of them.
Help the student learn to anticipate situations that will be difficult and to plan in advance appropriate response strategies.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
Provide large-print lecture notes, handouts, and worksheets.
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.
Rulers, protractors, and other measurement tools are available in tactile and large-print format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.
Talking compasses and talking and tactile globes can be found at the AbleData. [Seems to now be defunct]
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 the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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:
Rulers, protractors, and other measuring tools are available in tactile and Braille format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.
Tools for teaching orientation and mobility concepts, compass directions, and navigation can be found at the American Printing House for the Blind. Consider consulting the student's mobility instructor.
Braille compasses can be found at AssisTech. Talking compasses and a talking globe can be found at the AbleData.
Tactile maps can be obtained from the American Printing House for the Blind.
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 the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
Use visual aids to explain concepts to the student.
Give assignments, lab instructions, and demonstration summaries in writing.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Minimize distractions as much as possible. Keep the classroom door closed, and seat the student with attention deficits away from windows and other distractions.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
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.
Consider providing a note taker.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide a mechanism for students to learn material and make up assignments that they missed because of absences.
Provide flexibility in scheduling and attendance.
Talk with the student and family about any impacts of class activities on the student. Let the student know well ahead of time of classroom activities that may present a problem.
For additional information, see Disability-Related Resources on the Internet: Health Impairments.
Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.
Use email to facilitate communication and class discussion.
Consider providing a note taker.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Establish and honor classroom schedules and practices. Let the student know ahead of time of any changes to the classroom routines.
In group activities, assign the student to a group with supportive peers. Provide clear instructions so that students know exactly what is expected of them.
Help the student learn to anticipate situations that will be difficult and to plan in advance appropriate response strategies.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
Provide large-print lecture notes, handouts, and worksheets.
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.
Rulers, protractors, and other measurement tools are available in tactile and large-print format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.
Talking compasses and talking and tactile globes can be found at the AbleData.
United States maps in large print are available from the American Printing House for the Blind.
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 the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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:
Rulers, protractors, and other measuring tools are available in tactile and Braille format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.
Tools for teaching orientation and mobility concepts, compass directions, and navigation can be found at the American Printing House for the Blind. Consider consulting the student's mobility instructor.
Braille compasses can be found at AssisTech. Talking compasses and a talking globe can be found at the AbleData. [Seems to now be defunct]
Tactile maps can be obtained from the American Printing House for the Blind.
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 the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
Use visual aids to explain concepts to the student.
Give assignments, lab instructions, and demonstration summaries in writing.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Minimize distractions as much as possible. Keep the classroom door closed, and seat the student with attention deficits away from windows and other distractions.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
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.
Consider providing a note taker.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide a mechanism for students to learn material and make up assignments that they missed because of absences.
Provide flexibility in scheduling and attendance.
Talk with the student and family about any impacts of class activities on the student. Let the student know well ahead of time of classroom activities that may present a problem.
For additional information, see Disability-Related Resources on the Internet: Health Impairments.
Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.
Use email to facilitate communication and class discussion.
Consider providing a note taker.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Establish and honor classroom schedules and practices. Let the student know ahead of time of any changes to the classroom routines.
In group activities, assign the student to a group with supportive peers. Provide clear instructions so that students know exactly what is expected of them.
Help the student learn to anticipate situations that will be difficult and to plan in advance appropriate response strategies.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
Provide large-print lecture notes, handouts, and worksheets.
To find talking calculators, consult the National Federation of the Blind Independence Market Online.
Rulers, protractors, and other measurement tools are available in tactile and large-print format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.
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 the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
Rulers, protractors, and other measuring tools are available in tactile and Braille format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.
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 the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
Use visual aids to explain concepts to the student.
Give assignments, lab instructions, and demonstration summaries in writing.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Talking calculators may be appropriate for some students. For information on talking calculators, consult Independent Living Aids.
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.
Minimize distractions as much as possible. Keep the classroom door closed, and seat the student with attention deficits away from windows and other distractions.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
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.
Consider providing a note taker.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide a mechanism for students to learn material and make up assignments that they missed because of absences.
Provide flexibility in scheduling and attendance.
Talk with the student and family about any impacts of class activities on the student. Let the student know well ahead of time of classroom activities that may present a problem.
For additional information, see Disability-Related Resources on the Internet: Health Impairments.
Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.
Use email to facilitate communication and class discussion.
Consider providing a note taker.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Establish and honor classroom schedules and practices. Let the student know ahead of time of any changes to the classroom routines.
In group activities, assign the student to a group with supportive peers. Provide clear instructions so that students know exactly what is expected of them.
Help the student learn to anticipate situations that will be difficult and to plan in advance appropriate response strategies.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
Provide large-print lecture notes, handouts, and worksheets.
To find talking calculators, consult the National Federation of the Blind Independence Market Online.
United States maps in large print are available from the American Printing House for the Blind.
Rulers, protractors, and other measurement tools are available in tactile and large-print format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.
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 the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
Tactile maps can be obtained from the American Printing House for the Blind.
Rulers, protractors, and other measuring tools are available in tactile and Braille format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.
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 the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
Use visual aids to explain concepts to the student.
Give assignments, lab instructions, and demonstration summaries in writing.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Talking calculators may be appropriate for some students. For information on talking calculators, consult Independent Living Aids.
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.
Minimize distractions as much as possible. Keep the classroom door closed, and seat the student with attention deficits away from windows and other distractions.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
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.
Consider providing a note taker.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide a mechanism for students to learn material and make up assignments that they missed because of absences.
Provide flexibility in scheduling and attendance.
Talk with the student and family about any impacts of class activities on the student. Let the student know well ahead of time of classroom activities that may present a problem.
For additional information, see Disability-Related Resources on the Internet: Health Impairments.
Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.
Use email to facilitate communication and class discussion.
Consider providing a note taker.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Establish and honor classroom schedules and practices. Let the student know ahead of time of any changes to the classroom routines.
In group activities, assign the student to a group with supportive peers. Provide clear instructions so that students know exactly what is expected of them.
Help the student learn to anticipate situations that will be difficult and to plan in advance appropriate response strategies.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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:
Rulers, protractors, and other measuring tools are available in tactile and Braille format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.
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.
Tools for teaching orientation and mobility concepts, compass directions, and navigation can be found at the American Printing House for the Blind. Consider consulting the student's mobility instructor.
Braille compasses can be found at AssisTech. Talking compasses and a talking globe can be found at the AbleData. [Seems to now be defunct]
Tactile maps can be obtained from the American Printing House for the Blind.
Provide audiotaped, Brailled, or electronic-formatted lecture notes, handouts, and texts.
For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Provide a mechanism for students to learn material and make up assignments that they missed because of absences.
Provide flexibility in scheduling and attendance.
Talk with the student and family about any impacts of class activities on the student. Let the student know well ahead of time of classroom activities that may present a problem.
For additional information, see Disability-Related Resources on the Internet: Health Impairments.
Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.
Use email to facilitate communication and class discussion.
Consider providing a note taker.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
Use visual aids to explain concepts to the student.
Give assignments, lab instructions, and demonstration summaries in writing.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Talking calculators may be appropriate for some students. For information on talking calculators, consult Independent Living Aids.
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.
Minimize distractions as much as possible. Keep the classroom door closed, and seat the student with attention deficits away from windows and other distractions.
Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
Provide large-print lecture notes, handouts, and worksheets.
To find talking calculators, consult the National Federation of the Blind Independence Market Online.
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.
Rulers, protractors, and other measurement tools are available in tactile and large-print format from the American Printing House for the Blind. Additional measurement devices can be found at AssisTech.
Talking compasses and talking and tactile globes can be found at the AbleData. [Seems to now be defunct]
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.
United States maps in large print are available from the American Printing House for the Blind.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
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.
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.
Consider providing a note taker.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.
Request and encourage student input on how to best accommodate the student's learning needs.
Establish and honor classroom schedules and practices. Let the student know ahead of time of any changes to the classroom routines.
In group activities, assign the student to a group with supportive peers. Provide clear instructions so that students know exactly what is expected of them.
Help the student learn to anticipate situations that will be difficult and to plan in advance appropriate response strategies.
Consider the needs of students with disabilities during lab orientation and lab safety meetings.
Assign group activities in which all students take responsibility and contribute according to their abilities.
Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.
For general information about accommodations for students with disabilities in science classes, consult Working Together: Science Teachers and Students with Disabilities and The Winning Equation: Access + Attitude = Success in Math and Science.
For additional information, consult the AccessSTEM Knowledge Base.