Science Adaptation Adapted from “Teaching Chemistry to Students with Disabilities: A Manual for High Schools, Colleges, and Graduate Program, 4th Ed.” Milner, et al American Chemical Society Committee on Chemists with Disabilities, 2001, The American Chemical Society.

Why go to this trouble? It is the right thing to do Scientifically literate citizens to support education • Great physical prowess is rarely a prerequisite for a successful career in science • Many research problems can be solved when approached from multiple perspectives. • Not just inclusion—but full participation.

Before you begin… Preterm Meeting—preferences for learning Preferential seating Have needed materials in preferred format as soon as possible—FOSS kits/Textbooks Preload content for student whenever possible Make extra copies of materials available at home when possible

During the semester… Plan ahead when you can Make all written material accessible Mimio/Smartboard Think digitally Speak carefully (that, over there, this) Describe visuals and preview videos for good description

During the semester… Keep aisles clear—alert student of changes in arrangement Make an area for the student to keep his/her own materials Learn sighted guide techniques and help classmates to learn it as well Content on websites should be well described (accessible graphics) Use real objects when possible Use containers to keep materials organized (cupcake tins, trays)

Lab Independence: Collecting data Light meter app Color ID app Color change investigation Wind direction (compass app) Temperature app

Lab Independence: Collecting data Braillers/braille devices Distance—tactile rulers and talking rulers Mass—talking scale and pan balance Temperature—talking thermometer Liquids—adapted cylinders, syringes, beakers (use contrasting paper) Allow student an active role—time, calculate Peer help—good observers

Lab Independence: Notebooks Example—3 ring notebook Brailler or brailled notes Sketches (draftsman, wikki sticks, puff paint, tactual pens and mat) Brailled vocabulary in back FOSS—ordering Print out focus questions in braille

IESBVI Resources Website resources under “science” Me: Jennifer Bliss jbliss@iowa-braille.k12.ia.us 319-427-6770

Labs: Data collection and graphing Collect the following data (as your blind or VI student could) 10 cm force 20 cm force 50 cm force Trial 1 Trial 2 Average

Labs: Data collection & graphing Create a tactile bar graph with high contrast colors that both you and your VI student could use and read.