AccessSTEM

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.

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.

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.

Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.

Use tactile accommodations of graphic materials:

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.

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.

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.

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.