Investigation 5.1: Blade Design

Disability Type

Low Vision

Request and encourage student input on how to best accommodate the student's learning needs.

Consider the position, lighting, and seating needs of the student during presentations or when using text, manipulatives, transparencies or other projected images.

Provide large-print lecture notes, handouts, and worksheets.

Consider computer accommodations for writing activities. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consult the video presentation and publication Working Together: Computers and People with Sensory Impairments.

Use a scanner to create an electronic version of images, charts, or maps, and display them in a larger format on a computer monitor, or use an LCD projector.

Blindness

Request and encourage student input on how to best accommodate the student's learning needs.

Provide audiotaped, Brailled, or electronic-formatted lecture notes, handouts, and texts.

For writing activities, provide computer accommodations. Provide a document format that can be edited electronically by the student, such as an accessible PDF file, a Word document, or a plain text document. Consider a computer with optical character recognition, voice output, Braille screen display, and/or embossed Braille output. For more information, consult the video presentation and publication Working Together: Computers and People with Sensory Impairments or the AccessSTEM Knowledge Base.

Use tactile accommodations of graphic materials:

  • Tools for creating raised-line drawings can be found at the American Printing House for the Blind.
  • One method for drawing tactile lines on a map or diagram is to go over the lines with a pattern tracing wheel; to do this effectively, put something soft under the drawing or map first.
  • Raised-line drawings can be created with fabric paint, a glue gun, or other commercially available materials, such as Wikki Stix.
  • Additional information is available at Access2Science.

Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.

Hearing Impairments

Request and encourage student input on how to best accommodate the student's learning needs.

Learning Disabilities

Request and encourage student input on how to best accommodate the student's learning needs.

A computer with voice output software is an appropriate accommodation for students with learning disabilities. Consult the video presentation and publication Working Together: Computers and People with Learning Disabilities and the AccessSTEM Knowledge Base.

Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.

Mobility Impairments

Request and encourage student input on how to best accommodate the student's learning needs.

Because this unit involves manipulation of small objects, make adjustments for a student with upper body mobility impairment or fine motor coordination issues; sometimes working with a partner is effective. Also, consult lab design recommendations for students with mobility impairments at AssisTech.

Health Impairments

Request and encourage student input on how to best accommodate the student's learning needs.

Psychosocial Impairments

Request and encourage student input on how to best accommodate the student's learning needs.