AccessSTEM

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.

Low Vision

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.

Blindness

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.

Low Vision

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.

Low Vision

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.

Low Vision

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.

Low Vision

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.

Blindness

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.

Low Vision

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.

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.

Provide access to an open- or closed-captioned film.