Request and encourage student input on how to best accommodate the student's learning needs.
Give clear verbal descriptions of visual aids including video and printed content used throughout your presentation.
To find calculators for students who are blind, consult the or .
Use tactile accommodations of graphic materials:
In this session, students make revisions to their original wind turbine blades to optimize the amount of electrical output they produce. Additionally, students can combine two miniature wind turbines to determine whether the "wind farm" can generate enough voltage to turn on a light bulb. This will call on access to web content including videos, images and text. Additionally, students will need to use fine and gross motor skills to create and modify wind turbines. For information on suggested accommodations, select an activity below.
This unit contains visual elements and reading requirements, which may pose challenges to students with vision impairments, dyslexia, or other learning disabilities. Students will need to access images of wind turbines and therefore made need assistance accessing that content through description or tactile experience. In addition, some activities involve manipulation of small objects and may require accommodations for students with upper body mobility or fine motor impairments.
This unit contains many visual elements and reading requirements, which may pose challenges to students with vision impairments, dyslexia, or other learning disabilities. In addition, some activities involve manipulation of small objects and may require accommodations for students with upper body mobility or fine motor impairments. Have students work with partners or in small groups so that each student can contribute according to his or her strengths. For information on suggested accommodations, select an activity below.
This unit contains many activities involving accessing online resources about energy, which may pose some accessibility issues for those who are blind, have low vision or are dyslexic. Have students work with partners or in small groups so that each student can contribute according to his or her strengths. For information on suggested accommodations, select an activity below.
This unit contains many visual elements and reading requirements, which may pose challenges to students with vision impairments, dyslexia, or other learning disabilities. In addition, some activities involve manipulation of small objects and may require accommodations for students with upper body mobility or fine motor impairments. Have students work with partners or in small groups so that each student can contribute according to his or her strengths. For information on suggested accommodations, select an activity below.