Mystery Festival

Lauren Natho, Steph Bridwell, Ruth Frei

Accommodations

General: Following are examples of accommodations that might benefit a student with a disability.

• Use wheelchair-accessible labs and field sites.
• Talk to a student about special learning needs and accommodation alternatives.
• Provide a lab partner.
• Use plastic instead of glass.
• Allow extra time for set up and completion of lab work.
• Address safety procedures for students with a variety of sensory and mobility abilities.
• Use institutional resources for students with disabilities.

Typical science lab accommodations for students with specific disabilities include those in the following lists.

Blindness

• verbal descriptions of demonstrations and visual aids
• Braille text and raised line images
• Braille or tactile ruler, compass, angles, protractor
• Braille equipment labels, notches, staples, fabric paint, and Braille at regular increments on tactile ruler, glassware, syringe, beam balance, stove, other science equipment
• different textures (e.g., sand paper) to label areas on items

Learning and Attention Disabilities  (ADD and Autism)

• combination of written, verbal, and pictorial instructions with scaffolding
• repeated demonstration of procedure and support practice
• frequent brief breaks
• preferential seating to avoid distractions and minimize extraneous stimuli
• scanning and speaking "pen"

Health Impairments (ADD and Autism)

• avoid chemical materials to which student is allergic or provide alternate assignment
• flexible schedule and time allocation

Universal Design Considerations

Some of the accommodation suggestions listed above could be implemented within a lab now, anticipating that at some point a student with a disability may need access to the lab and that some changes may benefit all students. Here are some strategies that could be implemented in a science lab as a part of universal design efforts:

• Provide both written and verbal instructions.
• Give verbal and visual descriptions of demonstrations and visual aids.
• Use plastic instead of glass.
• Allow extra time for set up and completion of lab work.
• Address safety procedures for students with a variety of sensory and mobility abilities, including the provision of visual lab warning signals.
• Make laboratory signs and equipment labels in large print, with high contrast.
• Assure that field sites are wheelchair accessible.
• Maintain wide aisles and keep the lab uncluttered.
• Incorporate an adjustable height work surface for at least one workstation.
• Install a mirror above the location where demonstrations are typically given.
• Use lever controls instead of knobs.
• Install flexible connections to water, gas, and electricity.
• Buy lab products that can be used by students with a variety of abilities (e.g., plastic lab products instead of glass, tactile models, large-print diagrams, non-slip mats, support stands, beaker and object clamps, handles on beakers and equipment, surgical gloves to handle slippery items, video camera with computer or TV monitor to enlarge microscope image).
• Assure that utility and equipment controls are within easy reach from a standing or seated position.
• Provide surgical gloves for handling wet or slippery items.

Communication Hints

Treat people with disabilities with the same respect and consideration with which you treat others. There are no strict rules when it comes to relating to people with disabilities. However, here are some helpful hints.

Blind or Low Vision

·         Be descriptive. Say, "The computer is about three feet to your left," rather than "The computer is over there."

·         Speak all of the content presented with overhead projections and other visuals.

·         When guiding people with visual impairments, offer them your arm rather than grabbing or pushing them.

Learning Disabilities (ADD and Autism)

·         Offer directions or instructions both orally and in writing. If asked, read instructions to individuals who have specific learning disabilities.

Psychiatric Impairments (Autism)

·         Provide information in clear, calm, respectful tones.

·         Allow opportunities for addressing specific questions.

http://www.washington.edu/doit/Brochures/Academics/science_lab.html