Periodic tables
Periodic tables, though necessary, are visually complex. A modified version may be required for your learner. Your Advisory Teacher Vision Impairment (ATVI) can provide guidance with this, but the following is useful to know:
- Periodic tables can be made accessible for children and young people using large print as well as those using Braille.
- A periodic table can be broken down into your key learning outcomes, so that it isn’t studied all at once. When planning for the children and young people, keep a tight focus on what you want them specifically to learn that lesson.
- In some cases, the learning outcome may mean that the information usually in a periodic table can be presented as a list. Flexibility with how it is presented for your learner is key!
- Large print and Braille periodic tables available to download from RNIB Bookshare using the following link: rnibbookshare.org/cms/ If you are not already a member, your ATVI can help you set this up in your school.
Experiments
Many children and young people enjoy the practical element of their science studies. A practical assistant can be used at GCSE, but preferably the task will be modified instead. Once again, focus on the outcome. Are they learning a technique, collecting or analysing data, or showing planning skills? Example approaches that will be influenced by the learning outcome are:
- Practical assistant
- Modify the equipment used (more on this below)
- Adapt the task itself
- Replace the task for an alternative one that has the same aim/learning outcome.
Important note for KS5 science practicals!
An assistant cannot be used. Please remember that although the child or young person could be made exempt from the assessment, not all STEM courses accept this exemption. Therefore, avoiding the practical (rather than modifying it) could significantly reduce the choice of higher education institutions the young person can apply to.
Equipment for inclusive science practicals
The following is a list of general equipment that may be useful for your child or young person with VI:
- Tactile, high contrast STEM equipment is available.
- Talking stopwatch or countdown timer (the child or young person could possibly also use their phone).
- Tacti-Mark is a liquid plastic that sets hard. This is very useful for marking glass jugs and test tubes, amongst other things. Top tip! Use in plenty of time so you allow it to set before using the equipment.
- An accessible calculator. This will either be large print or talking (some are both). The standard calculator app on a school tablet may be accessible. Otherwise, for a talking option, the Adam Croser app is a cost effective option (https://www.adamcroser.com.au/).
- Talking thermometer and liquid level indicator.
- Notched syringes and auto pipettes.
- Using beakers rather than test tubes may make pouring easier.
- White flat trays – these provide good contrast, but also collect any spills.
- Light probe and colour detector. Some are available via app stores
- Real examples, where possible! Real objects and models are always better than pictures. For some children or young people being able to explore the objects/models with their hands will lead to greater understanding.
- Be aware that some professional science models may only have one texture.