1. 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.

2. 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.

3. 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

4. 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

5. 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)

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

7. 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

8. 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

9. IESBVI Resources Website resources under “science”
Me: Jennifer Bliss

10. 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

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