Adapting Science for the Visually Impaired Jennifer Bliss, Science Consultant Iowa Educational Services for the Blind and Visually Impaired jbliss@iowa-braille.k12.ia.us 319-427-6770 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? 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 Preload content for student whenever possible (Jack) Make extra copies of materials available at home when possible

Ideas to Consider Plan ahead when you can Make all written material accessible Mimio/Smartboard accessibility Think digitally Speak carefully (that, over there, this) Describe visuals and preview videos for good description (alt text)

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During the Year 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) Alt Text Use real objects when possible Use containers to keep materials organized (cupcake tins, trays)

Difficult Science Concepts for the Braille User Particulate property of matter balloon examples Forces such as gravity cube/rubber band example Periodic Table organization Azers Adapted example Light/Shadows Light & Sight Kit

Lab Independence Allow student an active role—timing, calculations Peer assistance—good observation skills Notetaking: must have ability to take own notes and reflect back upon them

Lab Independence: Collecting Data Distance—tactile rulers and talking rulers Mass—talking scale and pan balance Temperature Talking thermometers Temperature apps Liquids—adapted cylinders, syringes, beakers (use contrasting paper) Light meter app Color ID app Wind direction (compass app)

Lab Independence: Notes Example—3 ring notebook Brailler or brailled notes Sketches (draftsman, wikki sticks, puff paint, tactual pens and mat) FOSS? Print out notes in braille

Chemistry Label containers, cabinets, and shelves with high-contrast, large print or braille whenever possible Identify hazardous chemicals with a piece of sandpaper or sticker by the label Have measuring devices and chemicals close together so the student doesn’t have to walk across the room with the chemicals

IESBVI Resources Teacher of the Visually Impaired APH Lending Library Science/Math Lending Library Professional Library Consultants

Labs: Data collection & graphing Distance Traveled by Rubber Band Rocket Create a tactile bar graph with high contrast colors that both you and your VI student could use and read. 10 cm force 20 cm force 50 cm force Trial 1 25 cm 75 350 Trial 2 20 cm 60 325 Average 22.5 cm 67.5 337.5