Accommodation
Suggestions for the Science
Classroom by Disability
Area
Dr. Greg P. Stefanich
University of Northern Iowa
2
SUGGESTED ACCOMMODATIONS FOR ADDRESSING THE NEEDS OF
STUDENTS WITH DISABILTIES BY GENERAL DISABILITY CATEGORY
Greg P. Stefanich
Motor/Orthopedic
 Examine accessibility to materials and movement needs of the student.
 Provide a supportive peer assistant (preferably someone that has had the class
previously) or adult aide.
 Allow extra time for student and peers to continue with activities of choice
outside of regular school day or at home.
 If student has limited motor control, consider tools or supports to serve as aids;
have students work in groups.
 Provide a computer with software for the student to record observations and
responses.
 All aisles should be at least one meter wide.
 Review work areas for appropriate height and accessibility of supplies and
equipment.
 Examine trafficking needs of the student.
 Review classroom environment to insure that student has appropriate access to
peers for socialization and cooperative learning groups.
 Provide accessible means of reviewing drawings, charts, graphs, and/or models.
 Examine testing area for comfort of the student.
 If physical response is difficult, provide an assistive responding device.
 Provide low-force micro-switches for lighting and laboratory equipment.
 Look for adaptive software, keyboards, special switches, touch screen, and other
special equipment.
 Alter size of equipment and provide handles or other supports on supplies.
 Be especially careful if the student does not have good tactile sensory receptors.
Severe burns can occur from hot water, chemicals, heat sources, etc.
 Plan appropriate breaks.
Visually Impaired
 Provide a supportive peer assistant or adult aide.
 Identify yourself and other group members before beginning a conversation.
 Think through verbal directions in advance, provide large print or Braille
directions.
 Allow extra time for student and peers to continue with activities of choice
outside of school day or at home.
 Look for software and talking books relating to topics you teach.
 Review the workspace and brainstorm about accommodations that might allow
the student greater participation in the activities.
 Search out adaptive equipment and supplies and make them available to the
student (i.e. tactile meter sticks, probe-ware, oral thermometers, etc.)
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 Make sure aisles, laboratory workstations, selves and walkways are kept clean.
 Models, raised line drawing, or thermo forms should be provided-most verbal
descriptions will be insufficient.
 Use proper scale and accuracy on models and drawing.
 Provide Braille text of enlarged type if desired.
 Review directions with the student.
 Use tactile or auditory signals when appropriate.
 Provide a magnifier if desired.
 Check the testing environment for distractions, both lighting and noise.
 Maximize availability of visual media and/or models.
 Clearly label items or equipment.
 Allow for direct manipulations of material when appropriate.
 Get feedback from student.
 Allow more time.
Hearing Impaired
 Locate student in the classroom seating for direct eye and lip visibility.
 Secure student eye contact before speaking.
 Keep your face and lips visible to the deaf student when speaking.
 Slow your speech and speak clearly.
 Repeat responses of other students, or delay individual responses until the student
has good eye contact with the speaker.
 Pre-teach vocabulary and allow student to explore the materials prior to the
lesson.
 Provide a supportive peer assistant to assist during the activities.
 Allow extra time for student and peers to engage in activities of choice outside of
school day and at home.
 Prepare printed directions in advance and laminate a copy so the direction sheets
last longer.
 Have interpreter accessible if desired.
 Review directions with the student.
 Review lighting and background for appropriateness.
 Communicate with the student concerning any interference from background
noises.
 Search out adaptive equipment and supplies and make them available to the
student (i.e. probe-ware, oscilliscopes, etc.)
 Maximize availability of visual media and/or models.
 Allow for direct manipulation of material when appropriate.
 Clearly label items or equipment.
 Get feedback from student.
 Allow more time.
Learning Disabled
 Pre-teach vocabulary and allow student to explore materials prior to the lesson.
 Seek out resources for visual media and models.
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Provide a reader when appropriate.
Allow for non-competitive participation.
Provide a teacher associate when appropriate.
Eliminate distractions.
Review directions in advance.
Give undivided attention to the student.
Allow for signaled response.
Don’t pretend to understand if you do not.
Focus on what is said, not how well it is said.
Listen patiently.
Allow more time.
Review lighting and background for appropriateness.
Eliminate background noises.
Maximize availability of visual media and/or models.
Clearly label items or equipment.
Allow for direct manipulation of material when appropriate.
Get feedback from student.
Provide a reader when appropriate.
For students with perceptual problems, avoid computer answer sheets. Allow
alternative response modes (i.e. circles or dictation).
 Consider pacing.
Attention Deficit-Hyperactivity Disorder
 Pre-teach vocabulary and allow student to explore materials prior to the lesson.
 Position student so there is good visibility and opportunity for proximity control.
 Seek out resources for visual media and models.
 Slow down pace of activities and allow adequate time for student participation.
 Provide a non-obtrusive teaching associate when appropriate.
 Write a contract with the student specifying what behavior is expected.
 Eliminate distractions.
 Review medications and the effect on the student.
 Consider this in planning testing schedule.
 Be straight forward.
 Allow for time out if a student needs it.
 Review directions in advance.
 Give undivided attention to the student.
 Allow for signaled response.
 Don’t pretend to understand if you do not.
 Focus on what is said, not how well it is said.
 Listen patiently.
 Allow more time.
 Review lighting and background for appropriateness.
 Eliminate background noises.
 Maximize availability of visual media and/or models.
 Clearly label items or equipment.
 Allow for direct manipulation of material when appropriate.
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 Get feedback from student.
 For students with perceptual problems, allow alternative response modes (i.e.
circles or dictation).
Developmentally Delayed
 Provide pre-instruction on vocabulary; select vocabulary appropriate for the
student’s learning.
 Allow student to explore the materials in advance and provide advanced
instruction whenever possible.
 Provide a supportive peer or teacher associate to assist with activities.
 Allow for group signaled response in a non-threatening environment.
 Allow extra time for student.
 Provide a teacher associate when appropriate.
 Encourage the student to engage in activities of choice outside of the school day
or at home.
 Prepare “take home” activities that the student can practice with a supportive
adult.
 Review directions in advance.
 Examine vocabulary in advance and consider options.
 Review lighting and background for appropriateness.
 Eliminate background noises.
 Maximize availability of visual media and/or models.
 Allow for direct manipulation of material when appropriate.
 Get feedback from student.
 Allow more time.
Behavior Disordered
 Review directions in advance of activities and clarify expectations.
 When appropriate, write a contract in advance specifying what behavior is
expected and where a student can go if he/she begins to experience frustration.
 On group response activities, seat student in location to minimize distraction and
provide close teacher proximity.
 Be patient and supportive.
 Provide student with supportive and non-competitive peers.
 Establish a pre-determined signal or utilize an unobtrusive teacher associate to
intervene when the student begins to demonstrate impulsive behavior.
 Don’t pretend to understand if you do not.
 Focus on what is said, no how well it is said.
 Allow more time when appropriate.
Speech and Language
 Pre-teach vocabulary.
 Allow for signaled responses.
 Allow for computer or written responses.
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 Allow student an opportunity to volunteer; listen and be patient; support efforts of
communication in class; allow the student opportunity to communicate what
he/she has learned in private.
 Provide a supportive peer assistant.
 Present a multi-modality output so student can reach information visually or
tactually.
 Prepare “take home” activities that the student can practice with a supportive
adult.
 Prepare printed directions in advance and laminate a copy so the direction sheets
last longer.
 Don’t pretend to understand if you do not.
 Focus on what is said, not how well it is said.
 Allow for computer or written response.
 Listen patiently.
 Allow more time.
Autism
 Provide pre-teaching experience on vocabulary and practice the activities in the
sequence prior to the lesson in class.
 Provide a supportive peer assistant of the same gender to work together on the
activities.
 Slow the pace of activities to allow for student’s participation.
 If necessary, allow a teacher associate to assist with and/or conduct activities with
the student.
 Review the routines ahead of time and provide a consistent structure and
organization.
 Seat the student in close proximity to the teacher.
 Allow for non-competitive participation.
 Present multi-modality lessons so the student can receive the information visually
or tactually.
 Allow for extra time outside of the school day to allow the student to practice in a
quiet, non-distracting environment.
 Provide an area and opportunity for quiet.
 Establish a walking area to allow physical release in a quiet and safe area.
 Provide consistent structure and organization.
 Label areas for specific activities and consider color coding as a means of
categorization.
 Establish a seating arrangement in cooperation with the student, maintain
consistency.
 Provide digital rather than face clocks whenever possible.
 Provide a physical outlet such as a “squeeze ball” to provide a physical outlet to
enable a longer seating period for the student.
 Routines should be consistent and clear.
 Work with guardians and try to establish consistency between school and home—
think ahead about fire drills, tornado drills, etc., plan a consistent routine for the
student and a peer helper.
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 Communicate with teacher associates in advance, whenever possible another adult
familiar with the child should be in the classroom to help.
 Establish consistency and some form or advanced organizer to help student
become attentive to transitions, i.e. cues, signal, music, lights
Deaf/Blind
 Examine trafficking needs of the student.
 Provide a pre-teaching experience prior to classroom activities; allow the student
to explain the lessons and review the vocabulary.
 Provide a supportive peer assistant of the same gender to work together with the
student.
 Prepare all of the materials in Braille and thermo form in advance.
 Use tactile signals.
 Allow additional time.
 Prepare “take home” activities that the student can practice with a supportive
adult.
 Investigate all possibilities for the utilization of adaptive computing.
 May need assistive responding device.
 Review work areas for appropriate height and accessibility of supplies and
equipment.
 Examine trafficking needs of the student.
 Review classroom environment to insure that student has appropriate access to
peers for socialization and cooperative learning groups.
 Provide accessible means of reviewing drawings, charts, graphs, and/or models
 Models, raised-line drawing or thermo forms should be provided.
 Use proper scale and accuracy on models and drawings.
 Allow for response with computer or tape recorder.
 Review directions with the student.
 Use tactile signals.
 Clearly label items or equipment with Braille.
 Get feedback from student.
Traumatic Brain Injury
 Provide pre-teaching experience using the actual materials; practice the activities
in sequence.
 If appropriate, write a contract with the student specifying what behavior is
expected.
 If appropriate, provide a supportive peer assistant of the same gender.
 Determine if the student has a sensitive touch response and plan appropriately.
 Slow down and use appropriate pacing.
 Provide student with good visibility; use unobtrusive proximity control.
 Search out resources for visual media and models.
 Eliminate distractions.
 Review medications and the effect on the student.
 Consider this in planning testing schedule.
 Be straight forward.
8
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










Allow for time out if a student needs it.
Review directions in advance.
Give undivided attention to the student.
Allow for signaled response.
Don’t pretend to understand if you do not.
Focus on what is said, not how well it is said. Listen patiently.
Allow more time.
Review lighting and background for appropriateness.
Eliminate background noises.
Maximize availability of visual media and/or models.
Clearly label items or equipment.
Allow for direct manipulation of material when appropriate.
Get feedback from student when appropriate.
Provide a reader when appropriate.
For students with perceptual problems, avoid computer answer sheets. Allow
alternative response modes (i.e. circles or dictation)
 Consider pacing.
Other Health-Impaired
 Talk with the student and determine activities that are appropriate and desirable
for the student.
 Communicate with guardians and other health professionals to determine any
dangers of over-strenuous participation.
 Prepare “take home” activities that the student can practice with a supportive
adult.
 Allow for non-competitive participation.
 Review your pacing.
 Be aware of the student and watch for any fluctuations that indicate discomfort or
evidence of medication side effects.
 In cases of uncertainty, don’t hesitate to discuss issues tactfully with the student,
in private whenever possible.
 Become familiar with the impairment. If it is degenerative, become familiar with
the symptoms and progression.
 Provide encouragement.
 Always keep in mind opportunities for socialization and interaction with others.
 Use peer helpers in appropriate ways.
 Plan in advance.
 Review learning priorities in the case of extended absence and organize
appropriate make-up lessons during the regular period of instruction.
 Don’t make assumptions about when and where the student needs help, offer
assistance but don’t insist.
 Be aware of side effects of medication and understand fluctuations, during
exacerbations the student may appear as if intoxicated—slurred speech,
staggering, unfocused eyes.
Multi-Categorical
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 Determine specific impairment and establish learning priorities.
 Pre-teach; allow student to explore materials and learn appropriate vocabulary in
advance.
 Prepare “take home” activities that the student can practice with a supportive
adult.
 Control pacing and provide encouragement.
 Remain in communication with the student, guardians and other professionals.
 Determine the degree of accommodation and assistance required.
 Provide encouragement.
 Always keep in mind opportunities for socialization and interaction with others.
 Use peer helpers in appropriate ways.
 Plan in advance.
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APPENDIX
An Accommodation Model
The Americans with Disabilities Act of 1990
and other federal and state legislation require
that schools make programs accessible to
students with disabilities. Accommodations are
unique to the individual.
A Process
It is helpful to have a process to follow when
determining appropriate accommodations for
students with disabilities. The DO-IT project at
the University of Washington has developed a
model process and a Student Activities Profile
form for creating effective accommodations. It
can be used by any instructor and is composed
of the following four steps:
the student with a disability. The student may
have learned many ways to solve a specific
problem or task and work around the limitations
imposed by the disability.
Step #3: What components of the task require
accommodation?
Once the task has been analyzed and the skills
needed are identified, then you determine what
accommodations may be required or how the
learning experience might be altered to make it
more accessible. Determine the project’s level of
difficulty and how best to make an
accommodation to create an
Four-Step Accommodation Model
Step #1: What does the task or assignment
require?
Break It
Break down all of the components of the
Down!
experiment, assignment, or exercise. As an
educator, you are usually focused on the overall
outcome of the project. To accommodate a
student with a disability it’s important to think
about the specific settings, tools, skills, and tasks Not: “If I was
(blank)” I
that are required at each step. By analyzing and
couldn’t
evaluating the task thoroughly, you will be able
(blank)!
to determine how best to fully and effectively
include a student with a specific disability.
Step #2: What physical, sensory, and
cognitive skills are needed?
Match the tasks required to the physical,
sensory, and cognitive skills needed to
successfully complete the project. It is easy to
say “If I had a physical, sensory, or cognitive
disability I would not be able to complete this
assignment” without really determining what
skills are needed for specific aspects of the
project. We need to separate the real
requirements of a specific task from the fictional
or perceived requirements of the project in total.
It is impossible to place yourself in the shoes of
Level of
Difficulty?
Cost, time,
resources,
WHY!
What does the task
or assignment
require?
What physical,
sensory, and cognitive
skills are required?
What components
require
accommodation?
Setting &
Equipment
Real or
Fictional!
Always ask
the student!
Check with
an Expert!
What accommodation
options exist?
inclusive environment for a student with a
disability. It is very important to consult with the
student to determine what aspect of the project
they think will need an accommodation or
assistance.
Step #4: What accommodation options exist?
Now that the tasks that need accommodation
have been determined, identify what resources
exist for providing the needed
accommodation(s). The student may have some
good ideas, however, this is a time when other
staff and professionals may have expertise in
specific areas and be called on to provide input.
In some cases, having students work in groups
where each person is assigned a task that he/she
has the ability to complete provides a reasonable
alternative.
The following Student Abilities Profile form is
designed to guide you in determining a student’s
skills and abilities and assist you in breaking
down the individual components of a science or
mathematics assignment. The form asks you to
briefly describe the student, the classroom or
laboratory environment, equipment or supplies
needed, available professional and external
resources, possible effective accommodations,
and the physical, sensory, and cognitive skills
needed for the task.
Grants and gifts fund DO-IT publications,
videotapes, and programs to support the
academic and career success of people with
disabilities. Contribute today by sending a
check to DO-IT, Box 355670, University of
Washington, Seattle, WA 98195-5670.
Your gift is tax deductible as specified in IRS
regulations. Pursuant to RCW 19.09, the
University of Washington is registered as a
charitable organization with the Secretary of
State, state of Washington. For more
information call the Office of the Secretary of
State, 1-800-322-4483.
About DO-IT
Primary funding for DO-IT is provided by the
National Science Foundation, the U.S.
Department of Education, and the State of
Washington. For more information, to be placed
on the DO-IT mailing list, or to request materials
in alternative format, contact:
DO-IT
University of Washington
Box 355670
Seattle, WA 98195-5670
doit@u.washington.edu
http://www.washington.edu/doit/
206-221-4171 (FAX)
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY) WA, outside
Seattle
509-328-9331 (voice/TTY) Spokane office
DO-IT Director: Sheryl Burgstahler, Ph.D.
Copyright © 2001 University of Washington.
Permission is granted to copy these materials for
non-commercial purposes provided the source is
acknowledged.
University of Washington
College of Engineering
Computing & Communications
College of Education
Accommodations Needed
Accommodations Needed
Accommodations Needed
Accommodations Needed
Physical Challenges
Sensory Challenges
Cognitive Challenges
Task/Assignment:
Environmental Adjustments
Narrative:
Options and Resources
Options and Resources
Options and Resources
Options and Resources
STUDENT ABILITIES PROFILE
Accommodations Needed
Accommodations Needed
Accommodations Needed
Curricular & Instructional Interventions
Scheduling Modifications
Task/Assignment:
Access to Materials and Equipment
Narrative:
Options and Resources
Options and Resources
Options and Resources
STUDENT ABILITIES PROFILE
1.
2.
3.
4.
5.
proximity seating
small-group instruction
study carrel available
interpreter
instructional assistant
Environmental Adjustments
Environmental Issues
These are the more general
considerations that relate to the
(ergonomics-wrong word) of the
workplace and learning
environment for both the student
and aides.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
vision
hearing
touch
smell
taste
oral communication
temperature
fumes
external stimuli
lighting
other
Sensory Challenges
Sensory Issues
Think of room temperature, noise,
fumes, dust, odors, and allergies.
Also consider the ability to speak
and/or communicate, and the visual
aspects of the task or assignment.
lift/carry
stamina/endurance
push/pull
knee/squat
reach
repetitive tasks
fine motor: pinch/grasp
fine motor: manipulate/maneuver
gross motor
sit in chair
walk/stand
balance
bend/twist
stoop/crouch
other
Physical Challenges
Physical Issues
Think of the required physical
aspects of the task. What will make
the environment accessible, keep
the student safe, and allow him/her
to be an active participant? What
lab equipment must be
manipulated?
Environmental, Physical, Sensory, & Cognitive Issues and Challenges
short-term memory
long-term memory
task complexity
reading
writing
spelling
string of numbers (math)
paying attention
visual, auditory, or kinesthetic
learner
10. self-esteem/advocacy issues
11. behavior issues/acting out
12. other
1.
2.
3.
4.
5.
6.
7.
8.
9.
Cognitive Challenges
Cognitive Issues
Is the assignment done with a group,
partner, or individually? What
memory and communication skills
are needed? What is the level of
complexity of the task?
4.
2.
3.
1.
academics scheduled at appropriate times
for student
scheduled breaks
testing done at the time of day beneficial to
the student
accessibility to laboratories after school
hours
Scheduling Modifications
Scheduling Issues
Think about what accommodations are needed to
allow the student to work at a comfortable pace
when he/she is alert. Consider assessment
circumstances that allow the student to express
what he/she knows and what he/she is able to do.
Student Abilities Profile (Modified)
19.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
7.
8.
3.
4.
5.
6.
2.
1.
alarm system that responds to those with
place keepers, tracker, pointers
manipulatives (blocks, counters,
magnetic letter, etc.)
pencil grips
highlighters for underlining
templates and/or graph paper
rubber or latex gloves (be aware of
allergies)
nonslip floor surfaces, nonslip mats
computer/word processor (in classroom
or lab)
plastic labware
safety goggles
hearing aid
Braille writer
auditory trainer
augmentative communication device
electronic switch access
tape recorder
personal alarm
sensory deficits
sensors and accessories
Access to Materials and Equipment
Access Issues
Consider the sensory mobility capabilities of
the student and the tasks and manipulations that
are needed to involve the student in the lesson
activities to the maximum extent possible.
10.
11.
12.
13.
14.
15.
16.
8.
9.
7.
1.
2.
3.
4.
5.
6.
untimed assignments
oral administration of tests
use of large print
use of a word bank
short answers accepted for lengthy essay
project accepted for major written
assignments
teacher or assistant records answers when
given orally
copies of notes supplied
instructions given in Braille direct
instruction
generalization instruction
maintenance instruction
textbooks on tape
textbooks in Braille
adjustment in performance criteria
use of a competency checklist
modified text
Curricular & Instructional
Interventions
Curriculum Issues
Think about the design of instruction to provide
student access for all elements of instruction.
Examine ways to offer diverse activities that
will allow the learner to individualize his/her
participation. Give consideration to
multi-modality approaches, student engagement and
demonstration of knowledge and understanding.