Activity 5. New Relations

Disability Type

Low Vision

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.

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.

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.

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.

A Braille labeler or stylus can be found at MaxiAids.

Embossed graph paper is available from the American Printing House for the Blind. Additional high- and low-tech ideas for creating graphs are available from the Texas School for the Blind and Visually Impaired.

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.

Hearing Impairments

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.

Use electronic mail for class and private discussions.

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.

Learning Disabilities

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.

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.

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.

Mobility Impairments

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.

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.

Extend time allotted for exams and class assignments.

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.

Health Impairments

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.

Psychosocial Impairments

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.