Project Template

The extent to which these modifications would need to be used depends on the student because ÒblindÓ can mean many different things. This website said that the level of visual disability depends not just on the actual physical impairment but also on when they became visually impaired and how the impairment occurred. So these modifications could be used in varying degrees depending on the extent of the visual disability.

Source: http://www.as.wvu.edu/~scidis/vision.html

General Courtesy

Speak to the class upon entering and leaving the room or site.

Call the student with a vision impairment by name if you want his/her attention.

Seat the student away from glaring lights (e.g. by the window) and preferably infront of the class.

Use descriptive words such as straight, forward, left, etc. in relation to the student's body orientation. Be specific in directions and avoid the use of vague terms with unusable information, such as "over there", "here", "this", etc.

Describe, in detail, pertinent visual occurrences of the learning activities.

Describe and tactually familiarize the student to the classroom, laboratory, equipment, supplies, materials, field sites, etc.

Give verbal notice of room changes, special meetings, or assignments.

Offer to read written information for a person with a visual impairment, when appropriate.

Order the appropriate text books for the students in their preferred medium.

Identify yourself by name, don't assume that the student who is visually impaired will recognize you by your voice even though you have met before.

If you are asked to guide a student with a visual impairment, identify yourself, offer your services and, if accepted, offer your arm to the student's hand. Tell them if they have to step up or step down, let them know if the door is to their left or right, and warn them of possible hazards.

Orally, let the student know if you need to move or leave or need to end a conversation.

If a student with a visual impairment is in class, routinely check the instructional environment to be sure it is adequate and ready for use.

When communicating with a student who has a vision impairment, always identify yourself and others who are present.

Do not pet or touch a guide dog. Guide dogs are working animals. It can be hazardous for the visually impaired person if the dog is distracted.

Be understanding of the slight noise made by a portable translator.

Also use an auditory or tactile signal where a visual signal is normally used.

It is not necessary to speak loudly to people with visual impairments.

Always notify changes of class schedule in advance.

General Strategies

The degree of impairment and the student's background and training (like the degree of proficiency in Braille) will affect the usefulness of the various strategies and suggestions. The student with a vision impairment will most likely need assistance in all aspects of science programs. The various strategies given below will work for most vision impaired students--some may not. Accessible description will be necessary for pictures, graphics, displays, or field sites, etc.; the student's identification queries; and differentiation of items where touch will not discriminate; and in orientation and mobility aspects in unfamiliar situations.

Bring to the student's attention science role models with disabilities with a similar disability to that of the student. Point out that this individual achieved by a combination of effort and by asking for help when needed.

A wide selection of magnifying devices are available that can be used by visually impaired students to assist in reading or working with objects that need to be observed.

A screen reader, low vision projection screen, or an item like outSPOKEN or a similar system can be used to read a computer screens.

A screen magnifier may be used to enlarge print on a computer screen.

General Information Access for Persons with Vision Loss

1. Visual material needs to be accompanied by a verbal description. If you are demonstrating how to use a piece of equipment, be sure to describe the equipment and what you are doing to operate it. Read overheads aloud and describe the content of slides (see note below about large print). In a conference presentation setting, you will probably want to provide all descriptions yourself. If you are showing a videotape, describe the action. If you distribute videotapes as handouts, any action or an explanatory text that is crucial to understanding the text of the presentation should be narrated.

2. If there are multiple speakers (such as a panel), have each speaker introduce himself or herself to the audience so that the speakers' voices are keyed for the audience as to their identity.

3. Be certain that your presentation can be clearly heard by everyone in the room and repeat all questions from the audience, prior to answering.

4. Handouts should be available in large print, audiotape, computer disk, and/or Braille formats. If this is not possible prior to your presentation, note the various individuals' preferred formats and then make your materials available to them within a short time after your presentation.

5. Large Print * - People who have some functional vision may be able to see print if it is large enough. Prepare print information on white paper with sharp, black ink. Standard print is generally 10-12 point type. Large print is 16-18 point and up, generally an enlargement setting of 160-175% on a copy machine. In the case of documents that already exist in print form, use a copy machine to enlarge each page onto 11 x 17 paper. Try darker settings on the copy machine to increase contrast without producing streaks. Many computer programs offer a variety of font types and sizes.
(On most newer versions of browsers, you can select Text Zoom from View Menu of the browser for larger view).

Teacher Presentation

By verbally spelling out a new or technical word, you will be helping the student with a vision impairment, as well as for other students.

An enlarged activity script, directions, or readings of a detailed lesson can be used for a low vision person and for use in describing tactile 3D models .

Use an overhead projector to show step-by-step instructions. Mask all the instructions except the one(s) that you want to present.

Use an opaque projector whenever possible to enlarge a text or manual.

All colored objects used for identification related to a lesson, experiment, or other directions should be labeled with a Braille label maker or otherwise tacitly coded for most students with vision impairments.

Describe, in detail, visual occurrences, visual media, and directions including all pertinent aspects that involve sight.

Use a sighted narrator or descriptive video (preferably the latter) to describe aspects of videos or laser disks.

Describe, in detail, all pertinent visual occurrences or chalkboard writing.

Where needed, have lesson or direction materials Brailled, use an enlarged activity script, or recorded ahead of time, for class handouts.

Have tactile 3D models, raised line drawings, or thermoforms available to supplement drawings or graphics in a tactile format when needed.

Whenever possible, use actual objects for three dimensional representations.

Modify instructions for auditory/tactile presentation.

Use raised line drawings for temporary tactile presentations.

Use an overhead projector, chalkboard, graphs, or slides as you would normally, but provide more detailed oral descriptions, possibly supplemented with thermoforms where appropriate.

Allow student to use a tape recorder for recording classroom presentations or the text.

Make all handouts and assignments available in an appropriate form: e.g., regular print, large print, Braille, or on a cassette, depending on the students optimal mode of communication.

Use a monocular or a private eye (electronic miniature television) or similar devices for long range observations of chalk board or demonstration table presentations.

Laboratory

1) Describe and tactually/spatially familiarize the student with the lab and all equipment to be used.

2) Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

3) Use an enlarged activity script, directions, or readings for a low vision student (or taped script for a student who is blind) for use with tactile 3D models.

4) Make all handouts and assignments available in the appropriate form for the student: e.g., regular print, large print, Braille, or tape depending on the students optimal mode of communication.

5) Assistance may be needed for converting certain laboratory materials from a visual to a tactile format.

6) Have the student with a vision impairment do a trial run on the equipment before the activity.

7) Allow more time for the laboratory activities.

8) Always try to keep materials, supplies, and equipment in the same places.

9) Use a microprojector or similar device to help the visually impaired student to examine images from a microscope.

10) Place the student and/or tape recorder an appropriate distance from the activity to permit hearing and/or the recording of results or observations.

11) Use an overhead projector or opaque projector to show step-by-step instructions. Mask all the instructions except the one(s) that you want followed for students with vision impairments.

12) Use Descriptive Video for videos or laser disks. If Descriptive Video is not available, use a sighted narrator to describe movies, videos, laser disks, or slides.

13) Provide means for the acquisition and/or recording of data in an appropriate mode for the student.

14) Use tag shapes for showing relationships (such as distance comparisons) buttons, or other markers on a "layout" board.

15) A Braille label maker will be useful for identifying materials and containers in the laboratory for the vision impaired student with a vision impairment who reads Braille.

16) Make equipment available that the student with a vision impairment can access in interpreting and understanding the results of laboratory exercises (e.g. audible readout voltmeters, calculators, talking thermometers, magnifiers, etc.

17) Use a hot plate for heating instead of Bunsen burner.

18) Label material, supplies, and equipment with regular print, large print, and/or Braille, as appropriate for the vision impaired student.

19) Pair the student with a vision impairment with a sighted student. Then have the non-impaired student describe the activities and outcomes as they are observed.

20) A low vision projection screen can be use to magnify images up to 720X.

21) Use a portable communication board to provides auditory scanning of laboratory materials such as: pictographic symbols, letters, and/or words.

22) When using a computer, the student with a visual disability can use a voice input device or a remote voice system to verbally enter commands.

23) Prior to the enrollment of a student with a visual impairment in class, obtain laboratory equipment that have available ability to produce adaptive outputs such as: a large screen, print materials, or various audio output devices.

24) Various Braille devices can be used to assists vision impaired students when reading.

25) For "reading" the outputs of balances and other instruments, one can use a Braille N' Speak device (Blazie Engineering)

26) Have a lab assistant help you if necessary to make sure that students with visual impairments are being assisted.

Group Interaction and Discussion

Describe and tactually/spatially familiarize the student to the classroom.

Place the student and/or recorder an appropriate distance from the activity to permit recording of material.

Use a tape recorder.

If the student is partially sighted, be sure he/she is seated where lighting is appropriate.

Use a note taker who takes notes in the appropriate mode.

Text Reading Systems

Paid or volunteer readers or writers can assist a student with a visual impairment with texts, materials, and library readings .

Offer to read, or arrange to have read, written information for a person with a visual impairment, when appropriate.

Arrange, ahead of time, for audio book acquisition of the text or other reading materials through the Talking Book Service, Recordings for the Blind and Dyslexic, text reading systems, or audio output devices.

Various Braille devices can be used to assists vision impaired students when reading.

Field Experiences

Make all handouts, safety information, and assignments available in an appropriate form (e.g., regular print, large print, tactile Braille, or cassette).

Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

Use a sighted guide.

Do detailed description and narration of objects seen in science centers, museums, and/or field activities.

The use of a laser cane or mowat sensor can be useful in assisting the student in unfamiliar surroundings.

An enlarged activity script, directions, or readings for descriptions of a field/activity for a low vision person to use with field observations.

Suggest that the student use a standard tape recorder.

Research

Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that student.

Use appropriate lab and field strategies according to the nature of the research.

Various Braille Devices can be used to assists vision impaired students when reading.

Suggest that the student use a tape recorder with a sighted person on the various activities.

Research on Mowatt sensor

Testing

Make arrangements for tactile examinations, if touch is not normally permitted (say, in a museum) then contact the curator for tactile access to a museum display items or say, in a zoo for access to a plant/animal species and/or collection).

Place the student being tested close to the activity if tactile examination is necessary.

Present examinations in a form that will be unbiased to visually impaired students. Ask the student for the approach he/she finds to be most accessible.

One possible accessible method is to record test questions on tape and have the students record their answers on tape in an area which has minimal disturbance for other students.

Use an enlarged activity script, directions, or readings to go along with the testing material.

Allow more time.

Allow calculators to be used during the test.

Make use of larger print (e.g. 14 pt; 20 pt sized or as needed).

Make use of visual magnification (magnifier or magnifying machine), audiocassette, Braille/Braille graphs/Braille device for written responses, large block answer sheet.

Attention deficit disorders are disorders characterized by serious and persistent difficulties in attention span, impulse control, and hyperactivity. Attention Deficit Disorder (ADD) is a chronic disorder that can begin in infancy and extend through adulthood. It can have a significantly negative effect on an individual's life at home, in school, or in the community. There are two types of attention deficit disorders: undifferentiated Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD). In undifferentiated ADD, the primary and most significant characteristic is inattentiveness but hyperactivity is not present. These students still manifest problems with organization and distractibility, even though they may seem quite and passive. These students also tend to be overlooked more easily in the classroom, and may be at a higher risk for academic failure than those with ADHD.

To be diagnosed as having ADHD a student must display, for six months or more, at least eight of the following characteristics prior to the age of seven:

After: "Diagnostic and Statistical Manual of Mental Disorders" (3rd ed., rev.) (American Psychiatric Association, 1987).

Strategies To Help Accommodate A Student With ADHD that can be used in the BIOLOGYclassroom:

* Bring to the student's attention science role models with disabilities with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.

* Student monitoring, self management, discipline, and encouragement can be a very important aspect for academic success. Below are the two basic aspects of AD/HD facilitation.

* Self-monitoring techniques can be very effective in the school setting. Self-monitoring of attention involves cueing the student so that he/she can determine how well he/she is attending to the task at hand. Cueing is often done by providing an audio tone such as a random beep, timer, or the teacher can give the cue. The student then notes whether he/she was on or off task on a simple recording sheet. Self-monitoring techniques are more likely to be effective when tied to rewards and accuracy checks.

* Behavior management techniques must often be used in the learning environment. By examining a student's specific problem behavior, understanding it's antecedents and consequences, teachers can help students with AD/HD to develop behaviors that lead to academic and social successes.

* Monitor proper behavior frequently and immediately direct the student to an appropriate behavior.

* Avoid ridicule and criticism. Remember that students with AD/HD have difficulty staying in control.

* Teach the student to reward himself or herself. Encourage positive self-talk (e.g., "You did very well remaining in your seat today. How do you feel about that?"). This encourages the student to think positively about himself or herself.

* Bring to the student's attention science role model who has a disability similar to that of the student with an impairment. Point out that this individual got ahead by a combination of effort and by asking for help when needed.

* Reduce the amount of materials present during activities by having the student put away unnecessary items. Have a special place for tools, materials, and books.

* Seat students with AD/HD in the front near the teacher with their backs to the rest of the class. Be sure to include them as part of the regular class seating.

* Place these students up front with their backs to the rest of the class to keep other students out of view.

* Surround students with AD/HD with good peer models, preferably students whom the AD/HD student views as significant peers.

* A class that has a low student-teacher ratio will be helpful to a student with AD/HD.

* Avoid all distracting stimuli. Try not to place students with AD/HD near air conditioners, high traffic areas, heaters, doors, windows, etc.

* Be creative! Produce a somewhat stimuli-reduced study area with a variety of science activities. Let all students have access to this area.

* Encourage parents to set up appropriate study space at home, with set times and routines established for study. Also, use this home area for parental review of completed homework, and periodic notebook and/or book bag organization.

* Educational, psychological, and/or neurological testing is recommended to determine learning style, cognitive ability, and to rule out any learning disability (LD is common in about 30% of students with AD/HD).

* Have a pre-established consequences for misbehavior, remain calm, state the infraction of the rule, and avoid debating or arguing with the student.

* Consult with special education personnel to determine specific strengths and weaknesses of each student.

* When you ask an AD/HD student a question, first say the student's name and then pause for a few seconds as a signal for him/her to pay attention.

* To help with changes in assignments, provide clear and consistent transitions between activities and notify the student with AD/HD a few minutes before changing activities.

* AD/HD students may need both verbal and visual directions. You can do this by providing the student with a model of what he/she should be doing.

* You can give an AD/HD student confidence by starting each assignment with a few questions or activities you know the student can successfully accomplish.

* Self-monitoring techniques can prove effective in the school setting. Self-monitoring of attention involves cueing the student so that he/she can determine how well he is attending to the task at hand. Cueing is often done by providing an audio tone.

* Behavior management techniques must often be used in the school. By examining a child's specific problem behavior, understanding it's antecedents and consequences, educators can help students with AD/HD develop behaviors that lead to academic and social success.

* Develop an individualized education program. By identifying each student's individual strengths and specific learning needs, you can design a plan for mobilizing those strengths to improve students academic and social performance.

* Gradually reduce the amount of assistance, but keep in mind that these students will need more help for a longer period of time than the student without a disability.

* Require a daily assignment notebook as necessary and make sure each student correctly writes down all assignments. If a student is not capable of this, the teacher should help the student.

* Initial the notebook daily to signify completion of homework assignments. (Parents should also sign.)

* Gradually reduce the amount of assistance, but keep in mind that these students will need more help for a longer period of time than the student without a disability.

* Consider alternative activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

* Require a daily assignment notebook as necessary and make sure each student correctly writes down all assignments. If a student is not capable of this, the teacher should help the student.

* AD/HD students may need both verbal and visual directions. You can do this by providing the student with a visual model and a verbal description of what he/she should be doing.

* You can give an AD/HD student confidence by starting each lab assignment with a few questions or activities you know the student can successfully accomplish.

* To help with changes in assignments, provide clear and consistent transitions between activities and notify the student with AD/HD a few minutes before changing activities.

* Make sure all students comprehend the instructions before beginning their tasks (the AD/HD student will probably need extra assistance).

* Help the students feel comfortable with seeking assistance (most students with AD/HD will not ask for help).

* Keep in mind that students with AD/HD are easily frustrated and they need assurance of things that are common in science, e.g., when an experiment does not turn out as expected. Stress, pressure, and fatigue can help reduce their self-control and can lead to poor behavior.

* Help the students feel comfortable in seeking assistance (most students with AD/HD will not ask for help, especially in a group activity).

* Make required book lists available prior to the first day of class to allow students to begin their reading early or to have texts put on tape*.

* Provide students with chapter outlines, or handouts, that highlight key points in their readings.

* Read aloud material written on the chalkboard or that is presented in handouts or transparencies.

* Provide the student with published book summaries, synopses, or digests of major reading assignments to review beforehand, and also downloads for Cliff notes are available for computer use (and for transformation to tape output)*.

*Although seemingly contradictory, it really means that some individuals find one or the other more helpful.

* Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and with the student devise accommodations for that student.

* Consider alternative activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

* Help the students feel comfortable with seeking assistance (most students with ADD will not ask for help).

* Gradually reduce the amount of assistance, but keep in mind that these students will need more help for a longer period of time than the student without a disability.

* Require a daily assignment notebook as necessary and make sure each student correctly writes down all assignments. If a student is not capable of this, the teacher should help the student.

* AD/HD students may need both verbal and visual directions. You can do this by providing the student with a visual model and a verbal description of what he/she should be doing.

* You can give an AD/HD student confidence by starting each lab assignment with a few questions or activities you know the student can successfully accomplish.

* To help with changes in assignments, provide clear and consistent transitions between activities and notify the student with AD/HD a few minutes before changing activities.

* Make sure all students comprehend the instructions before beginning their tasks (the AD/HD student will probably need assistance).

* Help the students feel comfortable with seeking assistance (most students with AD/HD will not ask for help).

* Give extra time and frequent breaks for certain of the examination tasks (e.g., math related). Students with AD/HD may work slowly.

* Keep in mind that students with AD/HD are easily frustrated. Stress, pressure, and fatigue can result in reduction of self-control and lead to poor behavior.

* Use especially some of the general strategies related to stress, i.e., management (see first part of General Strategies).

* Testing accommodations such as: (1) Use of a highlighter; (2) computer with/without spell check/grammar/cut & paste features; and (3) suitable setting such as private room and preferential seating.

Students with Mobility Impairments

The student with impaired mobility needs to have easy access to equipment including computers, materials, safety devices, and other services such as restrooms, ramps, elevators and telephones, and accessible doors and exits. The student also needs enough aisle space to permit lateral movement and maneuverability. Positioning a wheelchair parallel to the lab bench and fume hood is generally restrictive, although some students prefer it. Ideally, a workbench should have an opening underneath which allows a wheelchair-using student to be closer to the work surface.

Every teaching laboratory should have at least one adapted workbench. The basic requirements for a laboratory work station for a student in a wheelchair are:

work surface 30 inches from floor

29-inch clearance beneath the top to a depth of at least 20 inches and a minimum width of 36 inches to allow leg space for the seated individual

utility and equipment controls within easy reach

Clear aisle width sufficient to maneuver a wheelchair, recommended aisle width is 42 to 48 inches

Should the aisles be too narrow, a lab station can be set up at the end of the bench or a portable station can be designed or purchased and positioned as desired. Another alternative, if the student can transfer from the wheelchair, is to design a more maneuverable chair for use in the lab only.

An adjustable-height wheelchair may include a tray that can be snapped onto the chair's arms to carry equipment such as flasks and crucibles, leaving both hands free to operate the chair. Mobility and accessibility at the bench can also be enhanced by constructing a platform to raise the student to a height more compatible with the height of the bench top and by modifications to the bench itself, such as pull-out shelves.

The laboratory a whole can be made more accessible to students with impaired mobility by making various modifications:

adjustable-height storage units

special-equipment work space

pull-out or drop-leaf shelves

counter tops for auxiliary use

shelves at lap-board height for holding instruments to be used by students in wheelchairs.

single-action lever controls or blade-type handle rather than knobs

flexible connections to electrical, water, and gas lines for students with limited reach

alternative means of storage, such as a portable lazy Susan or a storage cabinet on casters

Students whose disabilities affect the use of both upper and lower limbs may need an assistant to perform experiments under the student's direction. The student should be able to observe the data acquisition as well as direct the experiment. This approach for the quadriplegic student is much the same as that described for the student who is visually impaired in the following section.

The above provisions for making a laboratory more accessible to students with impaired mobility have been used successfully by various disabled scientists. Again, however, students' needs tend to be individualized, so accommodations are best considered on a student-by-student basis. Also much of the low-tech occupational therapy equipment and devices fashioned for ADL (Activities for Daily living) and independent activity in the home would be equally useful in the laboratory.

Title of Project

Source: http://www.as.wvu.edu/~scidis/vision.html

General Courtesy

General Strategies

Teacher Presentation

Laboratory

Group Interaction and Discussion

Text Reading Systems

Field Experiences

Research

Testing