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Access to Scientific Literacy: Students with Disabilities. Barrier F R E E in Brief (AAAS, 1991) Access in Word and Deed Laboratories and Classrooms Clinical experience dealing with students with disabilities and handicaps. Access in Word and Deed: Language.
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Access to Scientific Literacy:Students with Disabilities • Barrier F R E E in Brief (AAAS, 1991) • Access in Word and Deed • Laboratories and Classrooms • Clinical experience dealing with students with disabilities and handicaps.
Access in Word and Deed: Language • Put people first, not their disabilities. • Avoid identifying a group of people as a disability category. • Describe mobility aids or other technology as useful devices to the individuals rather than extensions of themselves. • Avoid emotional or degrading terms. • Remember to distinguish between: • disabilities and handicaps. • non-disabled and “normal.”
Access in Word and Deed:Courtesies • Always speak to a person with a disability directly, even if an interpreter is present. • When speaking with someone in a wheelchair for more than a few minutes, sit down. • When talking to someone with a hearing impairment, look directly at the person and speak clearly. Never shout; use notes if necessary. • To gain the attention of someone who is deaf, wave your hand or tap individual on shoulder. • Assist those with visual impairments to take your arm, after identifying yourself; ask before you help. • Don’t make assumptions about person or disability.
Access in Word and Deed:Stereotypes • Common stereotypes: • “you’re invisible” • “you’re helpless” • “you’re sick” • “you’re incredible” • “you’re trying hard enough” • How to overcome stereotypes: • treat the person with a disability as you would others • don’t lower your expectations • don’t give false praise or compliments • understand the role of accessibility and technology
Laboratories and Classrooms - I • Creating barrier free labs and classrooms: • eliciting identification of handicaps • advising non-disabled students • test abilities if necessary; don’t assume • use referral and conferral resources as necessary • Accommodations in the classroom • teaching methods • note takers • seating arrangement
Laboratories and Classrooms - II • Accommodation in the lab • lab partners / assistants • check with student occasionally • provide additional time as needed • ensure clear isles • transfer from wheelchair to adjustable seat • adjustable platforms • computer technology • Safety Considerations • students with disabilities are not a safety risk • safety should never be an excuse for prohibition
Accommodation by Disability • Types of Disabilities • Deaf or hard-of-hearing • Blind or visually impaired • Mobility impairments • Speech impairments • Learning disabilities (A.D.D. or cerebral trauma) • Behavioral disorder • What is good for learners with disabilities is most often good for learners without disabilities • Built Environment Checklist CE • parking, grounds, and building access • inside the building - hallways, doors • rest rooms • classrooms and labs
Resources for Students with Physical & Learning Disabilities • Children and Adults with Deficit Disorders • http://www.chad.org • Clearinghouse on Disabilities and Gifted Education • http://www.cec.sped.org/ericec.htm • Virtual Assistive Technology Center • http://www.at-center.com/MAC.html • Special Education Assistive Technology (SEAT) Center • ITPS H (formerly #9)
