If you’re a science instructor, please share methods of specific accommodation that you have offered student(s). If you’re a student with a disability who is taking or took a science class, please share accommodations offered to you. Details of the specific accommodations provided for the various activities required in science labs would be particularly helpful. It’s also important to indicate whether the accommodations were helpful, or not helpful! If you aren’t logged into WordPress, you can email me your thoughts and I’ll post them here for you, including whatever acknowledgement you suggest.
Here are some things I have learned relative to students with disabilities:
1. Advance preparation is key. Working with the disability services office (or equivalent) before a student with a disability registers for a class enables the time necessary to develop policies, procedures, and specific accommodations for students with disabilities. However, as with all students, each student with a disability is unique and will have specific needs. Despite planning ahead, it is possible that after the course has begun it will be determined that additional or different specific accommodations are necessary.
2. The safety of all students is the most important consideration. What should a student with a disability do if the emergency occurs during lab time? Plan carefully and conduct fire drills and active shooter drills so everyone is prepared in the event of actual emergencies.
3. Formulate policies regarding service animals in the laboratory. It took us the better part of a year to develop a policy that included input from all pertinent areas of the college. Visit the following for some suggestions: CDC Microbiology Laboratory Biosafety; Stockton University’s Policy; Los Rios Community College’s Policy.
4. Have an adjustable lab table for students with disabilities who use a wheelchair or scooter for mobility. Scooters present a problem in the lab. Even with an adjustable table, it still may be difficult for a student using a scooter to manipulate what is on the lab bench. That’s because when the bench’s height is adjusted to permit the front of the scooter to fit beneath, the student’s head is often barely above the height of the bench. And parking the scooter parallel to the bench requires the student to twist the upper torso to access the bench. I haven’t found a good solution to this problem yet. Have you?
5. Dangerous chemicals can be labeled with sandpaper. Once students are aware of the meaning of the sandpaper, it provides a tactile warning for students with visual disabilities.
6. Students with BVI who have some visual ability may find a tablet useful because images can be easily enlarged.
7. Individuals have expressed that a 3D pen is helpful for making tactile diagrams or graphs, or labeling models in Braille. Our lab has found, though, that the material does not adhere well to many of our models. We have found that a glue gun works well.
8. Projecting microscopic images onto a large screen enables students with some visual ability to view them independently instead of relying on verbal explanations.
9. If you’re showing videos in lab, make sure they have closed captions or subtitles for those students with hearing disabilities. For students with visual impairments, add an audio description if the visual content warrants it.
10. Use the Accessibility checker in PowerPoint to verify that all slides are accessible. Text on PowerPoint slides should be no less than 24 point using a Sans Serif font. Don’t emphasize words or phrases only with color; use bold as well for those with visual impairments. Make sure to add alternative text to all figures, graphs, tables, illustrations, etc. See my blog post regarding alternative text. And check the reading order of each slide.
11. If your labs are capped at a specific enrollment number, make sure to limit registration to allow for a necessary aide, signer, etc.
12. If possible, meet in the lab with the student and the Disability Support Services (or equivalent) personnel before the beginning of the semester to determine the best seating area, emergency evacuation procedures, whether gloves and goggles will fit, will a special apron be necessary for a student who must remain seated, how to accommodate an aide, etc.
More to come!