Car Chemistry

Deaf, Muscular Distrophy, Hearing Impaired

Deaf

Special education accommodation- deaf student

Face the class when you are speaking. Deaf or hearing-disabled students who read
lips cannot follow the lecture or conversation when your back or head is turned.
If you are writing on the board or narrating a desktop demonstration, try to
avoid talking when facing the board or the desktop. Remember that, at best,
people who are deaf can read only 30 to 40 percent of spoken English by
watching the speaker's lips. Augment their understanding by using facial
expressions, gestures, and body language. (Sources: Fisher, 1985; Smith, n.
d.)
http://64.233.161.104/search?q=cache:f_wLJML3WP8J:teaching.berkeley.edu/bgd/disabilities.html+special+accomodations+for+deaf+students+in+class&hl=enHand out written lists of technical terms for students who are deaf or
hearing-disabled. Unfamiliar words are difficult to speech read and interpret.
If possible, supply a list of these words or terms in advance to the student
and interpreter. (Source: Smith, n.d.)
http://64.233.161.104/search?q=cache:f_wLJML3WP8J:teaching.berkeley.edu/bgd/disabilities.html+special+accomodations+for+deaf+students+in+class&hl=en
In class discussion and conversation directly address the student, not the
student's aide or interpreter. In talking to deaf or hearing-disabled students,
acknowledge the interpreter's presence but look at and address the student. When
talking to a student in a wheelchair for more than a minute or two, it is best
to sit down so that you can talk at eye level. (Source: Smith, n.d. )
http://teaching.berkeley.edu/bgd/disabilities.html

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Muscular Distrophy
Muscular Dystrophy is a genetic disease in which there is a breakdown of the muscle fibers thus causing the muscles to become weak or wasted. This disease is more common in males and is usually detected in the younger ages.
Most students with Muscular Dystrophy will have trouble working with their limbs and will more than likely be confined to a wheelchair, so I’d make the following accommodations for this type of special needs student in my classroom:
1) I’d make sure that the room is wheel chair accessible and allow the student to have plenty of space.
2) When performing computer exercises, I’d allow the student to use Dragon-Dictate, a program that allows you to dictate jobs you’d like the computer to perform.
3) I’d give the student the option of having an assistant to take notes, and use manipulatives that we’d work with in class.
4) Use the lightest equipment possible when performing labs/activities in class.
5) This student would be given more time to complete any assignments and tests given in the class. Depending on the severity of the condition, I would also consider giving the test to the student in a different format.

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Hearing Impaired

Adjustments can be made in the lecture and laboratory sections of the Car Chemistry Unit to accommodate hearing-impaired (h-i) students. During a lecture the teacher should make use of an overhead, chalkboard, or dry erase board to highlight key terms and concepts. The instructor should alternate between speaking and writing so the h-i student can alternate where they are looking. New vocabulary words for each section should be written on the board as they are introduced in the lessons. Slide shows should include captions.

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