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<h2>Activity 3. Primary Evidence</h2>
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<div class="field-item even" property="content:encoded"><h2>Disability Type</h2>
<ul><li><a href="#lowvision">Low Vision</a></li>
<li><a href="#blindness">Blindness</a></li>
<li><a href="#hearing">Hearing Impairments</a></li>
<li><a href="#learning">Learning Disabilities</a></li>
<li><a href="#mobility">Mobility Impairments</a></li>
<li><a href="#health">Health Impairments</a></li>
<li><a href="#psychosocial">Psychosocial Impairments</a></li>
</ul><h2><a id="lowvision">Low Vision</a></h2>
<p>Consider the position, lighting, and seating needs of the student during presentations or when using text, manipulatives, transparencies or other projected images.</p>
<p>Request and encourage student input on how to best accommodate the student's learning needs.</p>
<p>Provide large-print lecture notes, handouts, and worksheets.</p>
<p>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.</p>
<p>Consider providing a lab assistant or lab partner for the student.</p>
<p>Consider the needs of students with disabilities during lab orientation and lab safety meetings.</p>
<p>Assign group activities in which all students take responsibility and contribute according to their abilities.</p>
<p>Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.</p>
<p>For general information about accommodations for students with disabilities in science classes, consult <a href="none">Working Together: Science Teachers and Students with Disabilities</a> and <a href="none">The Winning Equation: Access + Attitude = Success in Math and Science</a>. </p>
<p>For additional information, consult the <a href="none"><em>AccessSTEM</em> Knowledge Base</a>.</p>
<h2><a id="blindness">Blindness</a></h2>
<p>Request and encourage student input on how to best accommodate the student's learning needs.</p>
<p>Provide audiotaped, Brailled, or electronic-formatted lecture notes, handouts, and texts.</p>
<p>Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.</p>
<p>Use tactile accommodations of graphic materials:</p>
<ul><li>Tools for creating raised-line drawings can be found at the <a href="none">American Printing House for the Blind</a>.</li>
<li>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.</li>
<li>Raised-line drawings can be created with fabric paint, a glue gun, or other commercially available materials, such as <a href="none">Wikki Stix</a>.</li>
<li>Additional information is available at <a href="none">Access2Science</a>.</li>
</ul><p>Consider providing a lab assistant or lab partner for the student.</p>
<p>For students who are legally blind yet have a fair amount of usable sight, consider the accommodations listed for individuals with low vision.</p>
<p>Consider the needs of students with disabilities during lab orientation and lab safety meetings.</p>
<p>Assign group activities in which all students take responsibility and contribute according to their abilities.</p>
<p>Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.</p>
<p>For general information about accommodations for students with disabilities in science classes, consult <a href="none">Working Together: Science Teachers and Students with Disabilities</a> and <a href="none">The Winning Equation: Access + Attitude = Success in Math and Science</a>. </p>
<p>For additional information, consult the <a href="none"><em>AccessSTEM</em> Knowledge Base</a>.</p>
<h2><a id="hearing">Hearing Impairments</a></h2>
<p>Request and encourage student input on how to best accommodate the student's learning needs.</p>
<p>Provide a sign language interpreter, real-time captioning, and/or an FM system.</p>
<p>Use visual aids to explain concepts to the student.</p>
<p>Give assignments, lab instructions, and demonstration summaries in writing.</p>
<p>Consider the needs of students with disabilities during lab orientation and lab safety meetings.</p>
<p>Assign group activities in which all students take responsibility and contribute according to their abilities.</p>
<p>Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.</p>
<p>For general information about accommodations for students with disabilities in science classes, consult <a href="none">Working Together: Science Teachers and Students with Disabilities</a> and <a href="none">The Winning Equation: Access + Attitude = Success in Math and Science</a>. </p>
<p>For additional information, consult the <a href="none"><em>AccessSTEM</em> Knowledge Base</a>.</p>
<h2><a id="learning">Learning Disabilities</a></h2>
<p>Request and encourage student input on how to best accommodate the student's learning needs.</p>
<p>Use computers and assistive software for organizing, concept mapping, and scheduling. Consult the video presentation and publication <a href="none">Working Together: Computers and People with Learning Disabilities</a> and the <a href="none"><em>AccessSTEM</em> Knowledge Base</a>.</p>
<p>Consider reformatting documents to minimize clutter and/or providing materials in large-print format. Ask the student if this would be helpful.</p>
<p>Allow extra time for assignments and exams. Provide alternative testing arrangements.</p>
<p>Consider having the student work with a partner and providing extra assistance if this activity presents significant challenges.</p>
<p>Minimize distractions as much as possible. Keep the classroom door closed, and seat the student with attention deficits away from windows and other distractions.</p>
<p>Provide clear and specific instructions. Break down larger tasks into smaller chunks, and provide directions for only one or two activities at a time.</p>
<p>Consider the needs of students with disabilities during lab orientation and lab safety meetings.</p>
<p>Assign group activities in which all students take responsibility and contribute according to their abilities.</p>
<p>Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.</p>
<p>For general information about accommodations for students with disabilities in science classes, consult <a href="none">Working Together: Science Teachers and Students with Disabilities</a> and <a href="none">The Winning Equation: Access + Attitude = Success in Math and Science</a>. </p>
<p>For additional information, consult the <a href="none"><em>AccessSTEM</em> Knowledge Base</a>.</p>
<h2><a id="mobility">Mobility Impairments</a></h2>
<p>Request and encourage student input on how to best accommodate the student's learning needs.</p>
<p>Assure that classrooms and labs are in wheelchair-accessible locations.</p>
<p>Use an adjustable table, and locate lab equipment within reach.</p>
<p>Consider providing a note taker.</p>
<p>Consider providing a lab assistant or lab partner for the student.</p>
<p>Consider the needs of students with disabilities during lab orientation and lab safety meetings.</p>
<p>Assign group activities in which all students take responsibility and contribute according to their abilities.</p>
<p>Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.</p>
<p>For general information about accommodations for students with disabilities in science classes, consult <a href="none">Working Together: Science Teachers and Students with Disabilities</a> and <a href="none">The Winning Equation: Access + Attitude = Success in Math and Science</a>. </p>
<p>For additional information, consult the <a href="none"><em>AccessSTEM</em> Knowledge Base</a>.</p>
<h2><a id="health">Health Impairments</a></h2>
<p>Request and encourage student input on how to best accommodate the student's learning needs.</p>
<p>Provide a mechanism for students to learn material and make up assignments that they missed because of absences.</p>
<p>Provide flexibility in scheduling and attendance.</p>
<p>Talk with the student and family about any impacts of class activities on the student. Let the student know well ahead of time of classroom activities that may present a problem.</p>
<p>For additional information, see <a href="none">Disability-Related Resources on the Internet: Health Impairments</a>.</p>
<p>Provide class assignments ahead of time in electronic format. Avoid last-minute additions to assignments.</p>
<p>Use email to facilitate communication and class discussion.</p>
<p>Consider providing a note taker.</p>
<p>Consider the needs of students with disabilities during lab orientation and lab safety meetings.</p>
<p>Assign group activities in which all students take responsibility and contribute according to their abilities.</p>
<p>Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.</p>
<p>For general information about accommodations for students with disabilities in science classes, consult <a href="none">Working Together: Science Teachers and Students with Disabilities</a> and <a href="none">The Winning Equation: Access + Attitude = Success in Math and Science</a>. </p>
<p>For additional information, consult the <a href="none"><em>AccessSTEM</em> Knowledge Base</a>.</p>
<h2><a id="psychosocial">Psychosocial Impairments</a></h2>
<p>Request and encourage student input on how to best accommodate the student's learning needs.</p>
<p>Establish and honor classroom schedules and practices. Let the student know ahead of time of any changes to the classroom routines.</p>
<p>In group activities, assign the student to a group with supportive peers. Provide clear instructions so that students know exactly what is expected of them.</p>
<p>Help the student learn to anticipate situations that will be difficult and to plan in advance appropriate response strategies.</p>
<p>Consider providing a quiet area where the student can take a time-out if necessary.</p>
<p>Consider the needs of students with disabilities during lab orientation and lab safety meetings.</p>
<p>Assign group activities in which all students take responsibility and contribute according to their abilities.</p>
<p>Use multiple formats—oral, written, visual, tactile, electronic—for instruction and demonstrations.</p>
<p>For general information about accommodations for students with disabilities in science classes, consult <a href="none">Working Together: Science Teachers and Students with Disabilities</a> and <a href="none">The Winning Equation: Access + Attitude = Success in Math and Science</a>.</p>
<p>For additional information, consult the <a href="none"><em>AccessSTEM</em> Knowledge Base</a>.</p>
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