AccessSTEM

In this unit, the measurement activities will pose challenges to students with upper body mobility impairments, the mathematics may present challenges to some students with learning disabilities, and the graphing activities may require accommodations for students with visual impairments. Have students work in small groups so that each student can contribute according to his or her strengths. For information on suggested accommodations, select an activity below.

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.

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 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.

To find talking calculators, consult the National Federation of the Blind Independence Market Online.

Request and encourage student input on how to best accommodate the student's learning needs.

Talking calculators may be appropriate for some students. For information on talking calculators, consult Independent Living Aids.

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.

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.

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.

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.

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.

Disability Type

• Low Vision
• Blindness
• Hearing Impairments
• Learning Disabilities
• Mobility Impairments
• Health Impairments
• Psychosocial Impairments

Low Vision

Disability Type

• Low Vision
• Blindness
• Hearing Impairments
• Learning Disabilities
• Mobility Impairments
• Health Impairments
• Psychosocial Impairments

Low Vision