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Teaching Chemistry to Students with Disabilities: a Manual for High Schools, Colleges, and Graduate Programs 4Th Edition

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Teaching Chemistry to Students with Disabilities: a Manual for High Schools, Colleges, and Graduate Programs 4Th Edition Teaching Chemistry to Students with Disabilities: A Manual for High Schools, Colleges, and Graduate Programs 4th Edition Dorothy L. Miner, Ron Nieman, Anne B. Swanson, and Michael Woods, Editors Kelley Carpenter, Copy Editor American Chemical Society Committee on Chemists with Disabilities Copyright 2001, The American Chemical Society ISBN 0-8412-3817-0 Statements in this publication are those of the contributors and do not necessarily reflect the views of the American Chemical Society, the National Science Foundation, or the contributors’ employers. The use of brand names is informational only and does not imply endorsement of any product. Table of Contents Introduction . 4 Chapter 5. In the Laboratory . .59 General laboratory considerations . .59 Chapter 1. Disability Laws and Services . .10 Architectural modifications . .60 Rehabilitation Act of 1973 . .11 Directed laboratory assistants . .62 Individuals with Disabilities Education Act . .12 Students with limited mobility . .62 Americans with Disabilities Act of 1990 . .14 Students who are blind or vision-impaired . .68 Institutional and faculty obligations . .14 Students who are deaf or hearing-impaired . .71 Disability services for students . .15 Students with learning disabilities or ADHD . .72 Focus on full participation . .16 Faculty responsibilities . .17 Chapter 6. Mentoring and Advocacy: Ensuring Successful DSS assistance with accommodations . .18 Transitions to Higher Education and Employment . .73 Proving abilities . .73 Chapter 2. In the Classroom . .21 Mentoring students with disabilities . .74 Presemester planning . .21 High school . .75 During the semester . .23 Participation, avoiding gaps . .76 Taking notes . .25 High school to college . .77 Students with limited mobility . .26 Acquiring skills . .78 Students who are blind or vision-impaired . .26 College . .79 Students who are deaf or hearing-impaired . .31 The DSS office . .81 Students with learning disabilities or ADHD . .34 Resolving problems . .82 Other disabilities and individual accommodations . .42 College to graduate school, postdoctoral service, and employment . .83 Chapter 3. Testing and Evaluation . .43 Employment . .84 Past accommodations as a guide . .43 Students with limited mobility . .45 Chapter 7. Universal Design: Accessibility for Everyone . .86 Students who are blind or vision-impaired . .46 Classrooms and laboratories . .86 Students who are deaf or hearing-impaired . .46 User-friendly emphasis . .87 Students with learning disabilities or ADHD . .47 Universal design for the lab . .88 On the Internet . .89 Chapter 4. Assistive Technology and Accessible Computing . .48 Why do it? . .90 Benefits of computer technology . .48 Accessibility guidelines . .91 Students with limited mobility . .49 Accessibility needs for specific disabilities . .94 Students who are blind or vision-impaired . .53 Conclusion: A great adventure for all . .96 Students who are deaf or hearing-impaired . .55 Students with learning disabilities or ADHD . .56 Resources . .97 References . .139 Credits . .146 Disclaimer . .147 I2 3 I Introduction Individuals with physical disabilities often encounter barriers to one of modern society’s most important rites of passage. It is that crucial process of obtaining a good education—so natural and uncomplicated for most people—that opens the door to productive employment and full participation in society. Today’s barriers are rarely physical or architectural. More often, they involve percep- tions and misperceptions of not just disability but also ability. One misperception is that a physical disability somehow disqualifies a person from a career in science, engineering, or mathematics. Well- intentioned but misinformed adults still discourage students with disabilities from pursuing careers in these fields. Often it occurs indirectly and implicitly, when adults withhold the mentoring and encouragement that can nudge young people toward science careers and sustain their interest. In addition, adults may set artifi- cial limits on what the student with disabilities should attempt. These limits may be based not on reality but on the adults’ own low expectations for the student or sincere concerns that the stu- dent may fail and not cope well with failure. In reality, students with disabilities benefit from the freedom to establish their own horizons (1), cope very well with the process, and learn from it. Study after study verifies the result of this lack of encourage- ment. Despite many advances and individual success stories, peo- ple with physical disabilities are underrepresented in science tee’s projects include three previous editions of this book, which careers. They constitute about 10.4% of the overall workforce but were entitled Teaching Chemistry to Students with Disabilities. only 2.7% of the science and engineering workforce, according to This fourth edition, renamed Teaching Chemistry to Students with U.S. Census figures. This disparity does not reflect a lack of inter- Disabilities: A Manual for High Schools, Colleges, and Graduate est in science. A study by the American Council on Education Programs, shares a similar concern and commitment. A companion (ACE), for example, revealed that college freshmen with disabili- publication, Working Chemists with Disabilities (4), describes how ties express just as much interest in pursuing a science major as scientists maintain productive careers in research, teaching, and their peers (2). This interest, unfortunately, seldom translates into a other fields despite physical disabilities. NSF generously funded career in science. The loss of this talent in the sciences is substan- work on Teaching Chemistry. tial. ACE found that about 9.4% of all 1998 college freshmen— more than 150,000 students—reported a disability (2). Yet, Practical information for classroom and lab National Science Foundation (NSF) data suggest that fewer than Teaching Chemistry is a resource book for teachers at the high 320 individuals with disabilities received doctorates in science or school, college, and postgraduate levels; students with disabilities; engineering in 1997 (3) (7% of all 1988 freshmen reported a dis- parents; counselors; and professional staff in college Disability ability). Overall, individuals with disabilities remain the most Services for Students (DSS) Offices. Since publication of the initial underemployed and unemployed group in society. edition in 1981, Teaching Chemistry has become a standard refer- The American Chemical Society (ACS) has pioneered efforts to ence on the topic. ACS has distributed thousands of copies of the remove barriers that hamper individuals with disabilities from first three editions of Teaching Chemistry without charge in the studying chemistry and starting careers in science. ACS, the United States and other countries. Teaching Chemistry is widely world’s largest scientific organization, focuses its efforts through recognized as a source of practical information about how to pro- 4 its Committee on Chemists with Disabilities (CWD). The commit- mote full participation of students with disabilities in the classroom 5 I and laboratory. Prepared by scientists who themselves have being inclusive. They have been participants in the remarkable excelled in chemistry despite physical disabilities and experts on progress of science in the 20th century, particularly chemistry (5). disability issues, the book is noted for its sensitivity to the underly- For example, Sir John W. Cornforth, the Australian organic chemist ing desires of almost every student with a physical disability. One who shared the 1975 Nobel Prize in Chemistry for research on the of these is to be judged by one’s performance and academic stereochemistry of enzyme-catalyzed reactions, is deaf. The achievement and not by one’s disability. Another is to make their renowned American organic chemist Henry Gilman was blind for a own decisions on what challenges to undertake. Yet another is to large portion of his career. These are just a few examples of indi- play a major role in selecting the approaches and accommodations viduals with disabilities who have made valuable scientific contri- needed to meet challenges. butions in research, education, government, and industry (6) (see Students with disabilities have individual needs, just like their table). Those interested in learning more should read Working able-bodied classmates. Those needs depend on the specific dis- Chemists with Disabilities (4), which demonstrates in compelling ability. All students, however, learn best when teachers address fashion that science is a viable and rewarding career choice for stu- individual needs. Teaching Chemistry provides information about a dents with disabilities. variety of successful classroom and laboratory accommodations for Instructors should also bear in mind that being able-bodied can students with disabilities. In many instances, the accommodations be the most fleeting of human conditions. Accidents or illnesses are simple, inexpensive, and require little significant change in can bring on physical disability in an instant. In addition, the inex- instructional approach or additional effort from the instructor. orable advance of time makes us all increasingly less able-bodied and more in need of accommodations to remain productive in our It’s the right thing to do careers. Why should an instructor exert that extra effort, no matter how small? There are two compelling reasons. It’s the law Instructors should provide accommodations because it is the right
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