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.
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.
Consider using a projected computer display, rather than transparencies, so that an electronic copy will be available for reproduction in alternative formats.
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.
Use tiles or manipulatives of different shapes, rather than different colors.
Braille or tactile stick-on labels can serve the purpose of color coding for students who are blind. They are available from AssisTech.