Step 5: Revising the Accommodation Plan for Esperanza

After a few weeks with accommodations in place, Esperanza was doing much better in the lab.  However, after meeting with her during his office hours, the chemistry professor believed she was still not learning the chemistry principles at the same level as the other students.  The professor requested another meeting with Esperanza, the SDRC counselor, and the lab instructor to revise the accommodation plan.

Modifications to some teaching methods were necessary.  For example, in a few cases in which dangerous acids were used to teach a chemistry principle, Esperanza was given different, less toxic solutions that she could safely handle.  Esperanza could also benefit from tactile learning materials as a substitute for the photos, illustrations, and graphs that other students were using.

The SDRC counselor noted that tactile devices are available to help students with visual disabilities.  Esperanza obtained a tactile chemistry atom and molecule kit to better understand the structures and functions of molecules and atomic particles.  In addition to viewing the chemistry equations through a CCTV, or closed circuit television, Esperanza could also benefit from raised-line graph paper, using her fingers to tactilely trace the lines of the graphs and diagrams for the chemical equations. 

Outcome

Esperanza finished Chemistry 101 with a B- and felt better prepared to take other science general education classes such as Biology 101.  Esperanza came to appreciate science and was no longer intimidated by the prospects of participating in labs.  She developed an interest in ways people communicate and work together and is now majoring in communications. 

Next Steps

Would you like to revisit any of the case stories?  If so, select a case below; otherwise, continue on to the final section

  • Deborah:  This case explores accommodations in an English writing course for a student with hearing impairments.
  • Stephen:  This case explores coordinating accommodations in both the field assignments and the classroom for a student with learning disabilities
  • Marc:  This case addresses accommodations, including transportation, for a student with physical impairments in the field portion of an anthropology course.
  • Esperanza:  In this case, lab accommodations have to be designed for a student with vision impairments in a chemistry course.
  • Wrap-Up:  Final Section