The DO-IT Scholars program is designed to help prepare high school students with disabilities for college and challenging careers, such as those in science, engineering, mathematics, and technology. It promotes the use of computer and networking technologies to increase independence, productivity, and participation in education and employment.
Although each situation is different and the student is the best source of information regarding useful accommodations, the following are some accommodations that should help to make the laboratory safer for students who are deaf and the other students in your class as well:
The term "accommodation" may be used to describe an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. They allow students with disabilities to pursue a regular course of study. Since accommodations do not alter what is being taught, instructors should be able to implement the same grading scale for students with disabilities as they do for students without disabilities. Examples of accommodations include:
Educational software where the computer provides multisensory experiences, interaction, positive reinforcement, individualized instruction, and repetition can be useful in skill building. Some students with learning disabilities who have difficulty processing written information can also benefit from completing writing assignments, tutorial lessons, and drill-and-practice work with the aid of computers. For example, a standard word processor can be a valuable tool for individuals with Dysgraphia, an inability to produce handwriting reliably.
It is helpful to have a process to follow when determining appropriate accommodations for students with disabilities. DO-IT at the University of Washington has developed a model process and a Student Activities Profile form for creating effective accommodations. It can be used by any instructor and is composed of the following four steps:
For many years the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center has coordinated Internet activities at selected summer camps. DO-IT staff and program participants teach campers how to send messages to their friends and family with e-mail, use the Web for fun and education, and create web pages.
It is often reported that mentor support can help students with disabilities reach their social, academic, and career potential. Mentors provide direction and motivation, instill values, promote professionalism, help students develop leadership skills, and share relevant experiences. Students with disabilities can benefit from relationships with peer and adult mentors who have similar disabilities. DO-IT has supported an e-mentoring community for students with disabilities since 1992.
In the process of teaching a course, instructors may find that the format of some tests is not fully accessible to students with particular types of disabilities. For example, a student with a fine motor impairment may not be able to fill in the bubbles on a Scantron sheet. A student with Dyslexia may have difficulty demonstrating mastery by writing an essay but may have more success with a fill-in or multiple-choice test. If an alternate form of a test is called for, instructors should ensure that the alternate form is equivalent to the test given to other students.
Although each situation is different and the student is the best source of information regarding useful accommodations, the following are some accommodations that should help to make the laboratory safer for students with visual impairments and all of the students in your class:
Individuals with disabilities experience far less career success than their nondisabled peers, especially in challenging careers such as science, technology, engineering, and mathematics (STEM). Three factors contribute to the underrepresentation of individuals with disabilities in STEM: