AccessSTEM

What is the Individuals with Disabilities Education Act?

The Individuals with Disabilities Education Act (IDEA) is the federal law that supports special education and related service programming for children and youth with disabilities. It was originally known as the Education of Handicapped Children Act, passed in 1975. In 1990, amendments to the law were passed, effectively changing the name to IDEA. In 1997 and again in 2004, additional amendments were passed to ensure equal access to education.

What are some techniques for creating Braille math materials?

Conveying mathematical equations in Braille is usually accomplished through the use of specialized math Braille codes. In the United States, a generally accepted practice is to use Nemeth Braille code. Students may also use a type of two-dimensional spatial tactile mathematics notation called DotsPlus, which is a composite of standard Braille with raised lines and symbols.

How can I help a student who is blind or has low vision make measurements in a science lab?

Students who are blind can participate in lab-based or other hands-on activities side by side with sighted students if simple accommodations are in place. Often they will need accommodations to make measurements in a lab activity, since standard rulers, dials on stoves or hot plates, syringes, balances, and many other measuring devices require vision to read. Two simple strategies that can be used for students who are blind are teaming and making equipment tactile.

Why is accessible math important?

Despite the national focus on math education over the past several years, American students' math skills still lag behind their peers from other industrialized countries. The low math skills of the nation's 6.5 million students with disabilities is even more problematic. Results from the National Assessment of Educational Progress show there is great disparity between the math skills of students with disabilities and students without disabilities.

What are some ways to provide note-taking accommodations for a student with a disability?

Some students with disabilities have difficulty taking notes. For example, a student with an auditory processing problem may take few or unclear notes. Physical and hearing impairments may also limit speed and make note-taking difficult. A note-taking accommodation is intended to provide information that the student would have gotten on his own, if it were not for his disability. Common ways to provide note-taking accommodations include the following:

Can the information contained in graphs, charts, drawings, and three-dimensional models be made accessible to students with disabilities?

Many individuals with different types of disabilities have difficulty accessing the information in graphs, charts, drawings, and three-dimensional models. For example, a student with a visual impairment may be unable to visually extract the information in a graph. A student with a mobility impairment may be unable to physically manipulate a three-dimensional model. A student with a learning disability may have difficulty decoding the information in a graph.

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