Creating Accessible Teaching and Support

Teaching students with disability in laboratories and workshops can present some challenges. The best place to start is to discuss with the student their learning needs and agree on the adjustments to the course that are required.

For example, one strategy for a blind student could be provision of a laboratory assistant (possibly a student familiar with the subject matter) who is able to describe the environment to the student and follow instructions of the blind or vision-impaired student in any task which might compromise their safety, or simply be present to monitor the student’s safety.

Some staff members are concerned that the presence of disability in the classroom somehow increases the risk of accidents, or of being sued for negligence. This stems from the incorrect assumption that the safety record of people with disability is poorer in comparison to those without.  Disability does not pose an inherent safety risk. However, you have a responsibility to ensure the health and safety of your students are protected.

There are steps you can take to ensure the safety of your students:

• Require all students to notify staff of any potential health and safety issues.
• Conduct risk assessments and implement changes to minimise avoidable risks.
• Discuss with individual students and seek expert guidance about how their needs might be met given safety considerations.
• Ensure that the lab/workshop is accessible, eg lab tables, sinks and other workspaces allow wheelchair access, aisles are clear and materials/equipment within the reach.
• Respond quickly to abnormal or disruptive behaviour.

Remember: the safety record of people with disability is no worse than for those without.

It is important to ensure that the student with a disability has an active role in any "hands on" lab activity and that he/she fulfills the core course requirements.

• Allow the student extra time to set up a lab or complete the work.
• Provide a thorough lab orientation.
• Make adjustments to activities such as using tactile drawings or graphs, or three-dimensional models to explain concepts.
• Provide at least one adjustable workbench for students with wheelchairs as well as students of smaller stature.
• Investigate adaptive devices for lab equipment to provide access to lab procedures that require fine motor coordination, dexterity and precision.
• Match students with a "lab partner" who can manipulate the equipment and materials and carry out the measurement process, while the student gives the lab instructions. 
• Develop virtual activities that simulate lab or fieldwork.