How to Use These Materials

The purpose of these materials is to help science, mathematics, technology, and special education educators effectively teach students with disabilities. The goal is for all students to be fully included in courses and programs and, as a result, experience success in STEM academic and career options.

Part I includes an overview of key issues, how to make physical adaptations to classrooms and labs for general access and safety, information on assistive technology, how to design accessible electronic resources, sample Student Abilities Profiles, and resources. Part II includes materials to deliver training to preservice and inservice teachers at all academic levels.

Intended Audiences

[Picture of participants attending a lecture.]

The content in Part I of this notebook can be used for individual study and reference by educators who want to learn about accessible instruction in the areas of mathematics, science, and technology. The materials in Part II can be incorporated into standard curriculum courses for preservice teachers or used for teacher inservice offerings, preconference workshops, conference presentations, or presentations in a school or district. Included are scripts, videos, visual aids, and handouts for use in presentations on this content.

The most current versions of publications and video presentations can be found online at http://www.washington.edu/doit/Brochures/.

These materials are ideal for including in a curriculum library for preservice or inservice teachers.

Permission is granted to reproduce any of these materials for noncommercial, educational purposes provided credit is given to the source. Much of the content is duplicated in other publications, training materials, and web pages published by DO-IT at the University of Washington; most can be found within the comprehensive website at http://www.washington.edu/doit/. The most current text of this manual can be obtained in electronic format at
http://www.washington.edu/doit/MathSci/.

Preparing a Presentation

The first step in preparing a presentation is to determine the purpose based on the needs of your expected audience. The handouts, video presentations, and other materials in Part II of the notebook are appropriate for meetings of

school administrators;
preservice and inservice science teachers and science education faculty;
preservice and inservice mathematics teachers and math education postsecondary faculty;
preservice and inservice special education teachers and special education faculty;
school computer systems administrators and lab staff;
teaching assistants and volunteers;
parents; and
community service organizations.

The materials in Part II of this notebook can be used to deliver presentations that can help preservice and inservice science, technology, mathematics, and special education educators

become more aware of the issues, needs, and concerns of people with disabilities in accessing science and mathematics;
learn about the rights, responsibilities, potential contributions, and needs of students with disabilities;
learn strategies for working with students who have disabilities;
learn about resources available to assist in the provision of appropriate academic accommodations to students with disabilities;
understand the primary types of assistive technology and their implications for students with disabilities;
plan and implement assistive technology capabilities for a school computer lab or for library workstations;
make school electronic services accessible to a wide range of users by applying universal design principles; and
learn universal design principles for developing World Wide Web and other electronic resources.

[Picture of scholar giving a presentation.]

Presentations can be adapted to the needs of your audience. Simply play one video presentation and distribute related handouts during a meeting. Use these materials for a day-long or multiday workshop or incorporate content within a preservice or inservice course for mathematics, science, or technology teachers. Following are descriptions of several presentation options:

Deliver a 20-minute presentation at a building-level teacher meeting or a meeting of education faculty at a postsecondary institution to share information about these materials and their inclusion in the curriculum library.
Develop a 30-minute presentation for teachers and other staff to give them a conceptual understanding of assistive technology and how it helps people with disabilities access the Internet and other useful resources. Show the Working Together: People with Disabilities and Computer Technology video presentation and distribute the handout with the same title.
Develop a 45-minute presentation for teachers, staff, and students who support the school website. Share tips for making web pages accessible to people with disabilities. Show the World Wide Access: Accessible Web Design video presentation and distribute the handout with the same title.
Deliver a 2-hour presentation to discuss computer lab access, assistive technology, and accessible web page design. Provide the tools for participants to begin making the school's or department's computer lab and web pages accessible to everyone. Show the three related video presentations Working Together: People with Disabilities and Computer Technology, World Wide Access: Accessible Web Design, and Equal Access: Computer Labs. Distribute handouts with the same titles.
Design a 1-hour session within a science curriculum course for preservice teachers. Choose videos and handouts that are most appropriate for the audience—Working Together: Science Teachers and Students with Disabilities, The Winning Equation: Access + Attitude = Success in Math and Science, and Equal Access: Students with Science and Sensory Impairments.
Offer science, mathematics, and special education teachers a full-day workshop to explore how science and math classes can be made accessible to students with disabilities. Include a panel of students with disabilities. Plan a follow-up meeting to discuss teacher progress in making their activities more accessible to students with disabilities. In addition to using the video presentations and handouts included in this binder, visit DO-IT's website and consider including some of DO-IT's many other publications and videos. Explore the websites listed in the Resources section and links on DO-IT's website for additional information.

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