Teaching Science to Students with Disabilities

Consider the presentation example below as you prepare to teach preservice and inservice teachers about access to science instruction for students with disabilities.

Objectives

After this presentation, participants will be able to

list challenges students with disabilities face in gaining and demonstrating knowledge in science, engineering, and mathematics classes;
discuss accommodations for students with various types of disabilities in science, engineering, and mathematics courses; and
describe a process for selecting appropriate accommodations.

Length

Approximately 60 minutes.

Preparation

Develop presentation outline and activities with the Sample Script provided in this section and the ideas listed in the Presentation Tips section of this notebook.
Create overhead transparencies from the overhead transparency templates, or use the PowerPoint version of the visual aids.
Photocopy the handout template Working Together: Science Teachers and Students with Disabilities and create alternate formats as necessary.
Link from your school or department website to AccessSTEM at http://www.washington.edu/doit/Stem/.

Equipment and Tools

overhead visuals and projection system; Internet connection (optional)
videos (open-captioned and audio-described version of Working Together: Science Teachers and Students with Disabilities and Equal Access: Science and Students with Sensory Impairments) and projection system
handouts (Working Together: Science Teachers and Students with Disabilities)

Presentation Outline

Distribute handout.
Make introductions.
Begin presentation.
Introduce and play video(s).
Discuss possible accommodation strategies.
Discuss school/department/district issues and resources.

Resources

For further preparation for this presentation, consult the Resources and Presentation Tips sections of this notebook, as well as the AccessSTEM website at http://www.washington.edu/doit/Stem/.

Sample Script for Presentation on Teaching Science to Students with Disabilities

Show Visual #1

(Distribute handout, Working Together: Science Teachers and Students with Disabilities.)
Today we will be discussing how to provide full access to science and math academic activities to students with disabilities.

Show Visual #2

The objectives for today's session include to increase your understanding of challenges that students with disabilities face in science and mathematics classes, accommodation strategies and processes, and resources.

As scientific fields make increasing use of technology, new opportunities emerge for people with a variety of abilities and disabilities. When students with disabilities and science teachers form learning partnerships, the possibilities for academic and career success multiply.

Some disabilities are visible; some are invisible. Since each person's situation is unique, the best solutions for maximizing participation come about when the student and teacher work together to develop creative alternatives to challenges faced by students with disabilities. Such challenges may occur when gaining and demonstrating knowledge. In most cases, it takes just a little creativity, patience, and common sense to make it possible for everyone to participate and learn.

Show video, Working Together: Science Teachers and Students with Disabilities (13 minutes).

We will view a video presentation in which college-bound high school students with disabilities share their access challenges and accommodation needs in science courses.

The students in this presentation shared their experiences. Let's discuss some of their solutions. This information is summarized in your handout entitled Working Together: Science Teachers and Students with Disabilities. Imagine having these students enrolled in a science course at our school. Their challenges can be broken down into two areas: gaining knowledge and demonstrating knowledge.

Show Visual #3

(Discuss the access challenges and solutions listed below and in the handout. Encourage comments, suggestions, and experiences from the participants.)

Gaining Knowledge

Many students with disabilities face challenges in gaining knowledge. Examples of specific challenges and accommodations follow:

The student who has difficulty reading standard text or graphics because of a visual impairment can benefit from materials in large print or Braille, on tape, or via a computer and adaptive technology that provides enlarged, speech, and/or Braille output.
The student who cannot see materials on a blackboard or overhead projector because of a visual impairment can benefit from binoculars, verbalization of the content, and oral descriptions of all visually displayed materials.
For a student who cannot read output from standard equipment because of a visual impairment, you can interface the lab equipment with a computer and provide large-print and/or speech output. Utilize scientific equipment with Braille and large-print markings.
A student with difficulty hearing a presentation or instruction may use an FM system, an interpreter, and printed materials. In addition, the instructor can face the student for lipreading and use an overhead projector or a blackboard.
A student who cannot hear multimedia or video presentations can be accommodated with captioned presentations or an interpreter.
Students unable to participate in class discussions because of hearing or speech impairments can be accommodated with electronic communications (e.g., Internet); where the ability to hear or speak is required, a portable computer with speech output can be used.
Visual, aural, and tactile demonstrations can be incorporated into instruction for students with trouble understanding concepts due to a specific learning disability.
A student experiencing reading difficulties due to a learning disability may benefit from extra time and access to materials via a computer equipped with speech and large-print output and Internet access.
Students unable to take notes in class because of mobility or visual impairments can benefit from in-class access to a computer with adaptive technology and a word processor.
Some accommodations for students experiencing problems operating lab equipment and conducting lab experiments due to mobility impairments may include accessible facilities, adjustable-height tables, a lab partner, a scribe, computer-controlled lab equipment with alternative input devices (e.g., speech, Morse code, alternative keyboard), and/or modified scientific equipment.
A student who has difficulty seeing demonstrations or viewing lab experiments while seated in a wheelchair can benefit from adjustable-height tables and flexible seating arrangements.
Flexible scheduling arrangements may assist students with difficulties completing assignments or labs due to health impairments.
Information accessible on computers (e.g., websites) with adaptive technology can accommodate students who have problems doing library or book research.

Demonstrating Knowledge

Some students with disabilities cannot demonstrate mastery of a subject by writing, speaking, or working through a problem in a lab. Many of the accommodations for gaining knowledge can help the student demonstrate mastery of a subject as well.

Examples of other accommodations follow:

The student who has difficulty completing and submitting worksheets and tests because of a visual impairment and/or a specific learning disability can be accommodated with worksheets and tests in large print, in Braille, on tape, or via the computer; access to adaptive technology that provides enlarged, voice, and/or Braille as well as standard print output as necessary.
For students experiencing trouble completing a test or assignment because of a disability that affects the speed at which it can be completed, the instructor can schedule extra time or make alternative testing arrangements.
In-class access to a computer with alternative input (e.g., Morse code, speech, alternative keyboard) devices can benefit students who cannot complete a test or assignment because of an inability to write.

Science and Students with Sensory Impairments

Science activities often erect barriers for students with hearing and visual impairments. In the next video we will hear about access barriers and solutions for students with sensory impairments.

Show video, Equal Access: Science and Students with Sensory Impairments (13 minutes).

Do you have any examples of how you can make your science activities more accessible to students with visual or hearing impairments?

Case Study

(Consider having participants discuss a case presented in one of the Student Abilities Profiles earlier in this section of the notebook or the AccessSTEM Knowledge Base at http://www.washington.edu/doit/Stem/kb.html.)

Conclusion

Accommodations for students with disabilities can be complex and expensive. However, most accommodations are inexpensive and simply require creative problem solving on the part of students, instructors, and support services.

Resources

Show Visual #4

For comprehensive information on accommodations, a wide range of case studies, frequently asked questions, and general resources, visit AccessSTEM at http://www.washington.edu/doit/Stem/. This resource was developed at the University of Washington as part of a nationwide project to provide resources to math and science educators. (Arrange to make the link from your school website).

Thank you for your time today and for your interest in finding ways to ensure that all of the students in our math and science classes have equal opportunities to learn, explore interests, and express ideas.

Math Science

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