This unit introduces methods for identifying and classifying fingerprints. Providing raised-line drawings or enlarged reproductions of fingerprints will help make this unit more accessible to students with visual impairments. The binary math used in the classification and storage of fingerprints may present challenges to some students with learning disabilities. 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.
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.
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.
Consider providing a lab assistant or lab partner for the student.
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:
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.
Give assignments, lab instructions, and demonstration summaries in writing.
Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.
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.
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.
Use an adjustable table, and locate lab equipment within reach.
Consider providing a note taker.
Consider providing a lab assistant or lab partner for the student. 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 providing a quiet area where the student can take a time-out if necessary.
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.
Consider providing a lab assistant or lab partner for the student.
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:
Consider providing a lab assistant or lab partner for the student.
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.
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.
Use an adjustable table, and locate lab equipment within reach.
Consider providing a note taker.
Consider providing a lab assistant or lab partner for the student.
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 providing a quiet area where the student can take a time-out if necessary.
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.
Consider providing a lab assistant or lab partner for the student.
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 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.
Use tactile accommodations of graphic materials:
Consider providing a lab assistant or lab partner for the student.
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.
Use computers and assistive software for organizing, concept mapping, and scheduling. Consult the video presentation and publication Working Together: Computers and People with Learning Disabilities and the AccessSTEM Knowledge Base.
Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.
Allow extra time for assignments and exams. Provide alternative testing arrangements.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Use an adjustable table, and locate lab equipment within reach.
Consider providing a note taker.
Consider providing a lab assistant or lab partner for the student.
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 providing a quiet area where the student can take a time-out if necessary.
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.
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.
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.
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 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.
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.
Use computers and assistive software for organizing, concept mapping, and scheduling. Consult the video presentation and publication Working Together: Computers and People with Learning Disabilities and the AccessSTEM Knowledge Base.
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.
Allow extra time for assignments and exams. Provide alternative testing arrangements.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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 providing a quiet area where the student can take a time-out if necessary.
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.
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.
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.
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 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.
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.
Use computers and assistive software for organizing, concept mapping, and scheduling. Consult the video presentation and publication Working Together: Computers and People with Learning Disabilities and the AccessSTEM Knowledge Base.
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.
Allow extra time for assignments and exams. Provide alternative testing arrangements.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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 providing a quiet area where the student can take a time-out if necessary.
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.
Provide large-print lecture notes, handouts, and worksheets.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Consider providing a lab assistant or lab partner for the student.
For additional information, consult the AccessSTEM Knowledge Base.
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.
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.
Use visual aids to explain concepts to the student.
Give assignments, lab instructions, and demonstration summaries in writing.
Request and encourage student input on how to best accommodate the student's learning needs.
Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.
Allow extra time for assignments and exams. Provide alternative testing arrangements.
Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.
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.
Consider providing a note taker.
Consider providing a lab assistant or lab partner for the student.
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 providing a quiet area where the student can take a time-out if necessary.
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:
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.
Consider providing a lab assistant or lab partner for the student.
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.
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.
Give assignments, lab instructions, and demonstration summaries in writing.
Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.
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 visual aids to explain concepts to the student.
Request and encourage student input on how to best accommodate the student's learning needs.
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.
Use computers and assistive software for organizing, concept mapping, and scheduling. Consult the video presentation and publication Working Together: Computers and People with Learning Disabilities and the AccessSTEM Knowledge Base.
Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.
Allow extra time for assignments and exams. Provide alternative testing arrangements.
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.
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.
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.
Consider providing a lab assistant or lab partner for the student.
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 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.
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.
Consider providing a note taker.
Consider providing a lab assistant or lab partner for the student.
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.
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.
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 providing a quiet area where the student can take a time-out if necessary.
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.