AccessCollege

Test taking poses challenges for many students. However, for individuals with disabilities, test taking can present insurmountable obstacles. Student needs vary greatly and depend on specific disabilities and types of tests. Besides traditional tests and papers, instructors should consider group work, demonstrations, portfolios, and presentations as options for demonstrating knowledge.

The answer to this question depends on the age, individual needs, and personality of the student. As always, instructors should talk with students about their accommodation needs and perhaps with support personnel. Facilitating accommodations is easier for teachers who develop a positive classroom climate where students feel comfortable asking for the help they need because of disabilities or simply struggle with particular concepts.

Accurate and organized recording and analysis of the data collected during a science experiment is just as critical to the success of the experiment as using the proper tools and procedures. Scientists and students in science classes often need to collect numerical data in an organized form or otherwise keep track of results. Generally, many of the difficulties around the recording and analysis of data are similar for students with and without disabilities. However, some issues are more commonly encountered by students with certain types of disabilities.

Visually impaired students often find the study of astronomy difficult because so much of the content is presented visually. One method of providing access to astronomy information is to create raised line drawings or other tactile graphics of images such as star charts and planetary maps. Another is to create three-dimensional models to represent objects such as planet spheres.

Online resources, including those described below, are available to help instructors and support staff make the study of astronomy more accessible to students with visual impairments.

Sometimes it is difficult for students with disabilities to participate in experiments and other science lab activities. Online simulations can help these students participate in science exercises with more independence than may be possible in the traditional lab setting.

The following list, although not comprehensive, provides examples of available science simulations. Inclusion on the list does not imply endorsement.

If a faculty member anticipates that there will be a need to provide accommodations they can include expected costs in the grant proposal budget. If accommodation requests arise after the grant has been funded, the proposed budget can generally be reduced in other areas in order to cover accommodation costs. The funding source can be contacted for details about their policies. 

Students with disabilities that affect memory, information processing, and analytical reasoning may face challenges in specific courses, such as foreign language and math classes. They may need accommodations in order to be successful in such classes. If accommodations are insufficient to level the playing field with the other students in a class, the institution may consider a course substitute. For example, an institution might allow a computer science course to replace a math course for a student who needs hands-on and interactive activities to grasp the subject.

The following resources can serve as a starting point for finding state and local programs where students with disabilities can learn about technology.

There are many postsecondary learning opportunities for students with intellectual disabilities, and participants in these programs have a wide range of experiences.

Yes, some students with intellectual disabilities attend college and other postsecondary programs. The ThinkCollege.net website is devoted to helping students with intellectual disabilities, parents, and advocates find postsecondary programs and resources that are a good match for these students. It includes a database of over one hundred programs that serve individuals with cognitive disabilities.