Science/Math/Engineering Access

Purpose

After this presentation, faculty and administrators will be able to:

list challenges in gaining and demonstrating knowledge of students with disabilities 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 45 minutes.

Presenter

The disabled student services coordinator/counselor would be responsible for setting up the overall presentation. This comprehensive presentation can be co-presented with a staff member or student on campus who has experience with people with disabilities in science, mathematics, and/or engineering areas.

Preparation

Select presenter(s).
Develop presentation outline and activities using 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.
Add contact information about resources available on your campus to the overhead transparency or PowerPoint slide entitled "Resources" and to printed publications as appropriate.
Photocopy handout template Working Together: Science Teachers and Students with Disabilities, and create alternative formats as necessary.
Create and photocopy presentation evaluation instrument.
Link from your unit's Web page to The Faculty Room at http://www.washington.edu/doit/Faculty/.

Equipment and Tools

VHS VCR and monitor
visuals: overhead projector and transparencies or LCD projector, computer, and PowerPoint presentation; Internet connection (optional)
videotape (Working Together: Science Teachers and Students with Disabilities[video])
handout (Working Together: Science Teachers and Students with Disabilities)
presentation evaluation instrument (pages 191-193)

Presentation Outline

Distribute handout.
Introductions.
Begin presentation.
Introduce and play videotape.
Discuss possible accommodation strategies.
Discuss department/campus issues.
Distribute and collect evaluation instrument.

Resources

For further preparation for this presentation, consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Academic/Science/.

Science/Math/Engineering Access Sample Script

Show visual #78

Today we will be discussing how to provide full access to science, math, and engineering classes to students with disabilities.

Show visual #79

The objectives for today's session include... (Paraphrase objectives on visual.)

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 conditions of students with 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 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 videotape, "Working Together: Science Teachers and Students with Disabilities" (13 minutes).

We will view a videotape where college-bound and postsecondary 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 freshman science course at our institution. Their challenges can be broken down into two areas: gaining knowledge and demonstrating knowledge.

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

Gaining Knowledge

Show visual #80

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

The student who has difficulty reading standard text or graphics due to visual impairment can benefit from materials in large print or Braille, on tape, or via computer, enlarged or tactile drawings; access to adaptive technology that provides enlarged, voice, and/or Braille output.
The student who cannot see materials on a blackboard or overhead projector due to 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 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, interpreter, and printed materials. In addition, the instructor can face the student for lip-reading and use an overhead projector or blackboard.
A student who cannot hear multimedia or videotaped presentations can be accommodated by captioned presentations or an interpreter.
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 a mobility or visual impairment 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 a mobility impairment may include accessible facility, adjustable-height tables, lab partner, 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 a health impairment.
Information accessible on computers (i.e., disk, Internet) with adaptive technology can accommodate students who have problems doing research.

Demonstrating Knowledge

Some students with disabilities cannot demonstrate mastery of a subject by writing, speaking, or by 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 by worksheets and tests in large print, Braille, on tape, or via the computer, access to adaptive technology that provides enlarged, voice, and/or Braille as well as standard print output is 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 due to the inability to write.

Case Study

(Consider having participants discuss a case. Case #2 on page 69 in the Presentation Tips section of this notebook would be appropriate.)

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 the students, instructors, and services.

Resources

Show visual #2: with your campus resources added.

Here are some resources that might be useful to you as you work to maximize effective communication with all students in your classes. (Elaborate.)

Show visual #3

For comprehensive information on accommodations, a wide range of case studies, frequently asked questions, and general resources, visit The Faculty Room at http://www.washington.edu/doit/Faculty/. This resource was developed at the University of Washington as part of a nationwide project to provide resources to faculty and administrators so that they can make their courses and programs accessible to all students. You can link to this resource from ____ (Arrange to make the link from your campus/departmental disabled student services home page before the presentation.). Consider linking to this Web site from your departmental Web pages for faculty.

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

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