It is helpful to begin with the question,
What exactly are students being asked to do, and with what educational objectives?
If understanding theories, concepts and processes is the key aim of practical classes, rather than development of practical skill, then it may be possible to substitute alternative activities when any student, for whatever reason, (and these could range from limitations of University resources to ethical judgements) is unable to carry out the practical task. Those delivering programmes perhaps need to have a view on whether it is crucial that students should be able to do the activities in question, or 'only' understand what it is that is being done. If understanding is the objective, then it may be sufficient if students observe processes, not necessarily at close quarters, rather than actually conduct them. In many practical settings, not all students perform every task in any case, but often learn by observing others perform the activity. This would be less appropriate where the educational aim is to develop a skill in addition to developing understanding of a process.
In recent years, some Universities have developed virtual laboratories, which minimise physical requirements and allow all students access to laboratory equipment through the integration of instrumentation and the use of simulation software. Many more universities supplement laboratory practice with some simulated, computer based experience.
Laboratory and other practical classes are often seen as teaching environments in which concerns about safety are paramount, and few people would dispute this. The vast majority of students with impairments raise no more safety considerations than any students, and the same procedures will maximise the safety of all. Clearly, it is important for students to be encouraged to share with staff any concerns about safety considerations in practical classes.
"My pest control lecturer is very aware of the problems asthmatics encounter and tells me when some pesticides he may be showing might be harmful to me. Then I can stay out of the way! "
If understanding rather than activity is the goal of a practical class, then it is likely that staff will be able to accept the principle of a student working with and through an educational support worker whom the student directs to perform a variety of tasks. In this case, the support person would be the practical class equivalent of a scribe for written examinations. Enabling a student's inclusion would then be a matter of acceptance of a principle rather than, or as well as, provision of equipment or resources.
There are some fairly straightforward and low-tech ways of modifying or adapting equipment or activities to allow students with various impairments to participate. Examples include auditory displays of visual information (such as talking thermometers), tactile displays of visual information, (such as beakers with raised markings) clamps and other devices for holding items of equipment, and hand held, illuminated magnifiers. Examples of such innovations are likely to multiply as more people who develop impairments while in employment are maintained and supported in employment.
Difficulties of students with visual impairments in laboratories are sometimes related to textual materials rather than equipment, and in these circumstances, alternative formats, verbalising text or interfacing lab equipment with computer with large print or speech output might be helpful.
The layout of a laboratory can be problematic for students who have a hearing impairment, and it is helpful for teachers to supplement aural with written information.
"It's difficult to hear what the demonstrator is trying to say over the noise of a laboratory."
Video presentations can be captioned, or supplemented by the use of transcript.
Students who use wheelchairs may be able to participate in many practical activities through the use of adjustable height work-benches, perhaps supplemented by help from another person, where equipment cannot be moved to an accessible level. Other students might be able to participate fully, although at a slower pace, and flexible scheduling arrangements might be all that is required to enable the student to complete work.
Clearly, the demands of laboratory and practical work are as many and as varied as are the needs of students with a great range of impairments.
"If I was going into a lab I would like to know what I am going to do in the lab first so I can have read information about it. But working in engineering labs they like to keep it a surprise until you're in there. Then you're supposed to read this information which they hand you IN the lab and then do the lab experiment. It takes me the first lab to read it."
Early negotiation between lecturer and student with a view to creative problem solving is likely to lead to the most productive outcome, and others are likely to benefit from any consequent publicising of innovative solutions.
"If material for practical classes were delivered to you sooner than the main body of the class, it would be easier to keep up with the rest."
Next: Placements, study abroad, and field trips
Copyright: The University of Strathclyde 2000
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