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For most people I am best known for my use of the knitted digestive system whilst teaching this topic to biology students. If you like the look of this, the pattern for the knitted digestive system can be found on my TES Resources page click here
For most people I am best known for my use of the knitted digestive system whilst teaching this topic to biology students. If you like the look of this, the pattern for the knitted digestive system can be found on my TES Resources page click here
Using songs to help remember details can help when you can't use visual recall. I wrote the Cholophyll Photosynthesis song to help children remember the photosynthesis equation. (Kindly performed by my daughter).
Using songs to help remember details can help when you can't use visual recall. I wrote the Cholophyll Photosynthesis song to help children remember the photosynthesis equation. (Kindly performed by my daughter).
Useful Science resources
Useful Science resources
Sarah Hughes’ TES Resources
Sarah Hughes’ TES Resources
I have 30+ resources that are all FREE of charge on TES Resources. Some are signposted resources that I feel would be of interest and others relate to Science teaching and learning resources that were designed to use with children with VI, but work just as well with all children in a class.
I have 30+ resources that are all FREE of charge on TES Resources. Some are signposted resources that I feel would be of interest and others relate to Science teaching and learning resources that were designed to use with children with VI, but work just as well with all children in a class.
Royal Blind Learning Hub Resources
Royal Blind Learning Hub Resources
Under the Resources drop down menu you will find ‘How To Videos’, ‘Screencasts’ and ‘Online Courses’.
Under the Resources drop down menu you will find ‘How To Videos’, ‘Screencasts’ and ‘Online Courses’.
Online Courses.
Online Courses.
These courses are not only good for Teachers of Visually Impaired, but also to direct school staff to. Quite often school staff will look to the QTVI for all the answers and this can be difficult if you are not a subject specialist.
These courses are not only good for Teachers of Visually Impaired, but also to direct school staff to. Quite often school staff will look to the QTVI for all the answers and this can be difficult if you are not a subject specialist.
Adaptations for the Teaching and Examination of Mathematics for Blind and Visually Impaired Pupils
Adaptations for the Teaching and Examination of Mathematics for Blind and Visually Impaired Pupils
Adaptations for the Teaching and Examination of the Sciences for Blind and Visually Impaired Pupils
Adaptations for the Teaching and Examination of the Sciences for Blind and Visually Impaired Pupils
Perkins School Accessible Science Resources
Perkins School Accessible Science Resources
There are a great number of resources here that will give ideas for teaching Science to children and young people with visual impairment.
There are a great number of resources here that will give ideas for teaching Science to children and young people with visual impairment.
Paths to Literacy will often have some great ideas. Follow them on Facebook, Twitter or Pinterest.
Paths to Literacy will often have some great ideas. Follow them on Facebook, Twitter or Pinterest.
UKAAF
UKAAF
UKAAF have produced some excellent FREE booklets, including Exam Best Practice Guidance for Modifiers and Producers.
UKAAF have produced some excellent FREE booklets, including Exam Best Practice Guidance for Modifiers and Producers.
New College Worcester
New College Worcester
New College Worcester have some useful ‘How To Videos’ about Science. They also regularly have Outreach Days which often include Science workshops.
New College Worcester have some useful ‘How To Videos’ about Science. They also regularly have Outreach Days which often include Science workshops.
RNIB Bookshare (formerly Load2Learn) images
RNIB Bookshare (formerly Load2Learn) images
Click Browse, then Accessible images to find images in tactile and braille format as well as modified large print.
Click Browse, then Accessible images to find images in tactile and braille format as well as modified large print.
Many of the text books used in school can be found here and if not, you can request them https://www.rnibbookshare.org/cms/requestandshare. Similarly, you can share images and resources you have created yourself.
Many of the text books used in school can be found here and if not, you can request them https://www.rnibbookshare.org/cms/requestandshare. Similarly, you can share images and resources you have created yourself.
RNIB Insight Online – Science
RNIB Insight Online – Science
Living Paintings
Living Paintings
Living Paintings has a free library of tactile and audio books for blind and partially sighted people of all ages.
Living Paintings has a free library of tactile and audio books for blind and partially sighted people of all ages.
Science Alive! has lots of podcasts, experiments, activities and tactile and audio interactive science guides. Great resources here to inspire children with VI and their teachers.
Science Alive! has lots of podcasts, experiments, activities and tactile and audio interactive science guides. Great resources here to inspire children with VI and their teachers.
APH Tactile Graphic Image Library
APH Tactile Graphic Image Library
APH’s Tactile Graphic Image Library (TGIL) contains a pool of templates to aid with the creation of tactile graphics. Register and use the free Image Library to find tactile graphics.
APH’s Tactile Graphic Image Library (TGIL) contains a pool of templates to aid with the creation of tactile graphics. Register and use the free Image Library to find tactile graphics.
Teaching science to students with vision impairment
Teaching science to students with vision impairment
Taken from http://www.rnib.org.uk/insight-online/teaching-science-students-vision-impairment , Monday, 9 November 2015
Taken from http://www.rnib.org.uk/insight-online/teaching-science-students-vision-impairment , Monday, 9 November 2015
Children with a vision impairment often have greatly reduced opportunities for incidental learning and the reinforcement of concepts. Science education provides important opportunities to:
Children with a vision impairment often have greatly reduced opportunities for incidental learning and the reinforcement of concepts. Science education provides important opportunities to:
- fill any gaps in general knowledge or their development of spatial, numerical and scientific concepts
- extend a child's understanding about the properties of objects and materials and biological and mechanical processes.
Resources for teaching key concepts
Resources for teaching key concepts
Accessible image books to support the teaching of key scientific concepts including titles about bones, joints and muscles, the respiratory system, forces and motion, atoms and compounds, salts and bases are available from the Load2Learn website.
Accessible image books to support the teaching of key scientific concepts including titles about bones, joints and muscles, the respiratory system, forces and motion, atoms and compounds, salts and bases are available from the Load2Learn website.
Advice for mainstream science teachers
Advice for mainstream science teachers
Our Access to education guide suggests lots of ways to help you make sure that your student with a vision impairment can access your learning experiences and achieve the learning outcomes. As a science teacher:
Our Access to education guide suggests lots of ways to help you make sure that your student with a vision impairment can access your learning experiences and achieve the learning outcomes. As a science teacher:
- Use the experts – talk to the pupil, specialist teachers for children with a vision impairment in your school or sensory service, your SENCO, Head of Science and science technician.
- Be realistic, practical and pragmatic and set high expectations.
- Don’t be afraid to tackle core visual concepts, like light and colour – blind pupils want and need to understand the language and ideas used around these subjects.
- Plan resources for the whole class with the blind or partially sighted child in mind. Other pupils often benefit from alternative ways of presenting information, or more carefully described practical demonstrations or processes.
- Help support staff who are not science specialists.
- Encourage and plan independent work so the learner builds the skills they’ll need later for practical assessments and coursework.
Presenting information
Presenting information
Making it visible for print users
Making it visible for print users
The legibility of numbers varies considerably between fonts. Talk to the child's specialist teacher for vision impairment about the best size of text to use and a clear font for numbers.
The legibility of numbers varies considerably between fonts. Talk to the child's specialist teacher for vision impairment about the best size of text to use and a clear font for numbers.
Learning by touch
Learning by touch
If a pupil is learning braille, it is essential to have input from a qualified teacher of children with visual impairment (QTVI) from the start. You will need support to teach science to a child learning primarily by touch, and later to ensure that the child learns the correct conventions for laying out chemical formulae and equations in braille, as they need to be familiar with these before they meet them in examinations.
If a pupil is learning braille, it is essential to have input from a qualified teacher of children with visual impairment (QTVI) from the start. You will need support to teach science to a child learning primarily by touch, and later to ensure that the child learns the correct conventions for laying out chemical formulae and equations in braille, as they need to be familiar with these before they meet them in examinations.
Watch out for a new publication called Using Unified English Braille for Science, due to be published in 2016. It will show non-braille specialists how the most commonly used units, chemical symbols and genetics are written in braille.
Watch out for a new publication called Using Unified English Braille for Science, due to be published in 2016. It will show non-braille specialists how the most commonly used units, chemical symbols and genetics are written in braille.
Essential science equipment
Essential science equipment
Most of the items listed below are widely available. The specialist equipment is for sale in RNIB's online shop or from the specialist suppliers mentioned.
Most of the items listed below are widely available. The specialist equipment is for sale in RNIB's online shop or from the specialist suppliers mentioned.
- Plastic syringes with notched plungers – use a Stanley knife to knotch different plungers at 5ml, 10ml, 20ml
- Paint your test tube racks, tripod legs and retort stand legs in a bright colour
- Talking scientific calculator, large print scientific calculator or accessible calculator program on the pupil’s laptop or tablet.
- Talking colour indicator from our online shop or Cobolt Systems Ltd – tells what colour pupils are directing it at.
- Plastic embossing film − the film rises when drawn on by a biro or embossing tool, such as a spur wheel
- Braille labeller and Dymo tape
- Non-scratch goggles – scratched goggles introduce new barriers to vision!
- Trays to help learners keep track of equipment
- Coloured mats and white screen or card for additional contrast
- Elastic bands to show changes of level in a test tube or measuring cylinder.
- Blue and red food colouring to make liquid easier to see
- Gas or battery powered lighters – safer than matches.
Working safely with science experiments
Working safely with science experiments
Risk assessment is vital. However, gaining hands-on practical experience in science is essential for blind and partially sighted pupils to understand the teaching. With the right support, learners with vision impairment can take an active part safely.
Risk assessment is vital. However, gaining hands-on practical experience in science is essential for blind and partially sighted pupils to understand the teaching. With the right support, learners with vision impairment can take an active part safely.
Have you considered:
Have you considered:
- Classroom safety – is it free of obstacles, school bags, with chairs tucked in when not used?
- Collecting apparatus – decide if the VI pupil needs to always do this or to sometimes provide a pre-prepared tray to give longer learning time and less risk.
- The pupil’s working area – two trays, one for apparatus, one to set up the experiment, and space for a laptop or brailler. Is the area appropriately lit?
Take a look at New College Worcester’s video on how to teach a blind or partially sighted learner to light a Bunsen burner safely.
Take a look at New College Worcester’s video on how to teach a blind or partially sighted learner to light a Bunsen burner safely.
Assessment of pupils
Assessment of pupils
Make sure your school has a copy of Well prepared! – RNIB's definitive guide to modifying examination, assessment and curriculum materials for blind and partially sighted learners. It is essential that school assessments and your learning materials introduce the layout and modifications a blind or partially sighted child will use in public examinations.
Make sure your school has a copy of Well prepared! – RNIB's definitive guide to modifying examination, assessment and curriculum materials for blind and partially sighted learners. It is essential that school assessments and your learning materials introduce the layout and modifications a blind or partially sighted child will use in public examinations.
Preparing a learner for public exams? Take a look at our online guide about access to tests and exams.
Preparing a learner for public exams? Take a look at our online guide about access to tests and exams.
Want more?
Want more?
You can download the full science section from our National Curriculum guide, for detailed guidance about how to adapt your lessons to include pupils with vision impairment.
You can download the full science section from our National Curriculum guide, for detailed guidance about how to adapt your lessons to include pupils with vision impairment.
This book is intended for use by all those who are involved with the teaching of science to students who use braille as their main medium for communication. The previous edition was published in 2008 and was based on Braille Science Notation BAUK/RNIB 2008. This book contains examples of most of the common units of measurement and chemical symbols found in the Key Stage 3, Key stage 4, and Advanced level curricula. The examples are not meant to be exhaustive but should act as a guide to solving the common problems which occur when transcribing science notation into Unified English Braille. Major topics covered in this book are numbers and maths, unit abbreviations, chemistry, physics (including circuit diagrams) and genetics.
This book is intended for use by all those who are involved with the teaching of science to students who use braille as their main medium for communication. The previous edition was published in 2008 and was based on Braille Science Notation BAUK/RNIB 2008. This book contains examples of most of the common units of measurement and chemical symbols found in the Key Stage 3, Key stage 4, and Advanced level curricula. The examples are not meant to be exhaustive but should act as a guide to solving the common problems which occur when transcribing science notation into Unified English Braille. Major topics covered in this book are numbers and maths, unit abbreviations, chemistry, physics (including circuit diagrams) and genetics.
This free online course assumes little or no prior knowledge of the teaching, or examination, of Mathematics for pupils with vision impairment.
This free online course assumes little or no prior knowledge of the teaching, or examination, of Mathematics for pupils with vision impairment.
There may be practitioners with further experience who have alternative suggestions for answers to the quiz questions. This is not intended to be a definitive test, but to provide a framework for best practice.
There may be practitioners with further experience who have alternative suggestions for answers to the quiz questions. This is not intended to be a definitive test, but to provide a framework for best practice.
This free online course assumes little or no prior knowledge of the teaching, or examination, of the Sciences for pupils with vision impairment.
This free online course assumes little or no prior knowledge of the teaching, or examination, of the Sciences for pupils with vision impairment.
There may be practitioners with further experience who have alternative suggestions for answers to the quiz questions. This is not intended to be a definitive test, but to provide a framework for best practice.
There may be practitioners with further experience who have alternative suggestions for answers to the quiz questions. This is not intended to be a definitive test, but to provide a framework for best practice.
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