Introduction


		Sight:
		lAsk visually impaired students if they need help on specific tasks, but do not assume they do. If help is needed, the students will say so.
		lThe use of contrasting colors (light versus dark) can help students differentiate between cables and routers.
		lProper lighting in all areas of the lab is key for students to see more effectively.
		lFor students with low vision, pocket or lighted magnifiers can assist students with reading.
		lFor students with low vision, a hat or visor may help cut the glare that is associated with many vision disorders.
		lIn teaching or presenting information, use bold lines and write in large print.
		lIn the classroom, it is important to encourage all students, but especially visually impaired students. If hopelessness or fear sets in, a social worker or special teacher of the visually impaired may be called in to help these students cope with their learning environment.

		Hearing:
		lMake sure the labs are well lighted so the speaker can be clearly seen.
		lBe sensitive to background noise in the lab. Turn radios, cell phones, televisions off during work times. If background noise is unavoidable with online learning, have hearing students use ear phones to keep extraneous noise to a minimum.
		lSpeakers should get close to the student.
		lDuring group work, stress the importance of only one person talking at a time.
		lInitiate conversations with students by specifically calling their names, and setting the purpose of the conversation.
		lBe patient when students may be tired or frustrated with the impact of their disabilities in the lab learning environment.
		lSpeak face to face. It is important to be on equal eye level with a student when having a conversation.
		lFor students who are speech-readers, sentences or phrases may need to be reworded to convey a message. Also, be conscious of speaking distinctly and not too fast.

		Physical:
		lDuring hands-on lab work, be prepared to give physically challenged students more time if necessary to complete tasks.
		lThink about giving these students shorter work assignments with rest periods built into the schedule.
		lEstablish open communication with the student, parent and/or doctor to find the right balance of work that matches individual endurance and capability.
		lRethink configuration of lab space to accommodate wheel chairs and other transportation aids.
		lProvide preferential seating in the lab to accommodate transportation devices.
		lOffer a copy of instructor notes to the student for review on tests.
		lUse a computer for testing.
		lThe following devices may be needed for students with physical disabilities: word processor, ergonomically designed furniture, laptop computer, a Kurzweil print reader, portable tape recorder for books on tape, voice synthesis program.