SEND advice and guidance

Science

Strategies for teaching science to children or young people with a visual impairment

General points to consider

  • There may be gaps in the knowledge base of child or young people who are visually impaired, resulting from restricted access to incidental learning in comparison to their peer.
  • With careful preparation and adaptation, children and young people who are visually impaired can access an in-depth and varied science course.
  • No element of the curriculum should be omitted, but where necessary, alternative means of interpretation should be designed.
  • Pre teaching of concepts may be needed.
  • Check understanding by using discreet questioning.
  • Safety in a prime concern in practical lessons, but visually impaired child or young person should be given the opportunity to “observe” as much as possible themselves, using their other senses where appropriate e.g. listening to detect the production of gas in some experiments, feeling the change in temperature, and detecting odours.
  • Create a box of equipment for the sole use of the vision impaired student, and store it ready for use at any time.

Working practices

  • Before starting to work in a laboratory, the child or young person should be given the opportunity to familiarise himself with the layout of the room, and the contents of the cupboards (mobility training may be appropriate).
  • Procedures should be agreed and practised for the collection and return of equipment.  On occasions, it may be decided that it is more appropriate that the child or young person does not have to collect and return equipment, so allowing more time for the practical work.
  • The positioning of the child or young person should be considered – closeness to water taps is beneficial.
  • There may need to be space for a teaching assistant.
  • Early sharing of planning  and liaison between the teacher and the teaching assistant will considerably enhance the effectiveness of the lesson.
  • Clamping apparatus makes it less likely to be knocked over, and the child or young person should be given the opportunity to examine its set up before the experiment begins.
  • It can be helpful for the child or young person to work within the confines designated work area, or a tray.
  • If blades or scalpels are to be used, good illumination or magnification will reduce the hazards. Cutting skills may need to be taught beforehand.
  • When the teacher is giving a demonstration, the teaching assistant or practical assistant should talk through what is happening.
  • It can be helpful to place a sheet of white card behind any demonstration to reduce clutter and improve contrast.
  • Use real-life examples to support explanations or use models or solids rather than 3D diagrams.
  • Make use of appropriate computer software to help the child or young person in producing graph, tables and diagrams.
  • Show greater tolerance when assessing tasks involving fine measurements.
  • Consider the use of disposable gloves when pouring chemicals – though they may reduce dexterity.

The role of the teaching assistant or practical assistant

  • The role of the teaching assistant is not to conduct the experiment on behalf of the child or young person, but to be aware of the possible hazards and to enable the child or young person to participate as fully as possible as part of their working group.
  • Establishing the correct use of a practical assistant from  as early as possible to ensure that the child or young person becomes comfortable with the process in preparation for exams. More information about reasonable adjustments can be found via the Joint Council for Qualifications. https://www.jcq.org.uk

Recording of results

  • It may be appropriate to use a phone or iPad as a method of recording during experiments – particularly fieldwork.
  • It may be necessary to use enlarged or tactile graph paper.  A reduced level or accuracy will be expected (this is accepted by national testing bodies)
  • On occasions, it may be more appropriate for the child or young person to record results descriptively rather than in a table or graph.

Adaptations to science equipment

  • Have a pair of unscratched safety glasses specifically for the VI child or young person.
  • Use nonslip matting such as Dycem.
  • All chemicals should be labelled in large print or Braille as appropriate.  Hazard labels should be clear and have good contrast.
  • Highlight rims of beakers, measuring cylinders etc to give greater visibility when pouring liquids.
  • Consider using elastic bands or wikki sticks to indicate changes in level in a test tube or measuring cylinder.
  • Consider the addition of food colourings to liquids (if appropriate) to make them more visible.
  • For powders, using contrasting coloured card.
  • Test tube racks, tripods etc can be painted in bright colours to increase their visibility. Ensure that they contrast well with the surface or tabletop.
  • Gas or battery powered lighters are safer than matches for lighting Bunsen burners, this will give the child or young person greater independence.
  • Consider using an alcohol thermometer rather than a mercury one, as it may be more visible.
  • Bunsen burners – the yellow flame is more obvious to a visually impaired child or young person but the sound of the burner with the air hole open is more obvious to the blind child or young person.
  • Consider the use of a hot plate instead of a Bunsen burner.
  • Use separate syringes for measurements such as 1ml, 5ml etc and consider notching the plungers to make them easier to use.
  • Use beakers that are specific measurements with a liquid level indicator
  • With some forms of visual impairment, it is not possible to use a microscope so descriptions and/or enlarged/tactile diagrams may be necessary.  More specialist equipment may be appropriate (see Advisory Teacher)
  • More specialist equipment (such as talking thermometers, audible light probes, liquid level indicators etc) are available from the RNIB, using the following link:  www.rnib.org.uk or consult your Advisory Teacher for advice.

Additional signposting

Devon County Council
Devon County Council, County Hall, Topsham Road, Exeter, Devon EX2 4QD
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