Adapting the Laboratory or Workshop
While the visually impaired do not have quite the same mobility issues as wheelchair users, The workspace still needs adaptations for safety and confidence:
Lighting and Contrast: Lighting should appropriate for the individual pupil's needs. This does not always mean high-level illumination. Some strategies might include high-contrast materials to improve visibility, such as a white board/sheet placed behind demonstrations or coloured mats on benchtops to make eg glassware stand out.
Equipment Organization: Equipment should be placed in a consistent position for every lesson to make it easy to find. Each visually impaired pupil should be provided with their own tray containing all the necessary items for the experiment. This tray can be fitted with a polystyrene insert with cut-outs to hold beakers, syringes, and other tools securely, preventing spills and breakages.
Layout and Familiarization: Visually impaired pupils should be provided with an opportunity to explore the lab or workshop prior to any lessons in there, to learn its layout, including the location of exits and safety equipment. Floor spaces must be kept clear and uncluttered, with bags stored away and chairs tucked in.
Safety Considerations
Standard laboratory/workshop safety protocols must be reviewed and enhanced to address the specific needs of pupils with visual impairments.
- Risk Assessment: All risk assessments for practical activities must explicitly consider how a pupil's visual impairment might affect their safety or the safety of others. This assessment should be conducted collaboratively with the pupil and specialist staff.
- Appropriate Personal Protective Equipment (PPE): A face shield is often preferable to goggles, as it provides a clearer, unobstructed view and full-face protection from splashes. Pupils should also wear a lab coat (or similar) or a large, waterproof apron to protect their body and clothing from spills they may not notice.
- Safe Heating Methods: Whenever possible, use electrical heaters instead of open flames. If a Bunsen burner is necessary, one with a pilot flame is the safest option. Pupils should use long tapers to light the burner, ensuring their hands remain a safe distance from the flame. The equipment should be positioned so the pupil does not have to reach across the flame to adjust the gas supply.
- Handling Glassware and dealing with Spills: Do not avoid the use of glass equipment; instead, teach visually impaired pupils how to handle it safely. This is an essential skill, and furthermore, pupils with some vision often find it easier to see chemicals in glass containers than in plastic ones. All pupils in the class must be taught the importance of immediately reporting breakages or spills so they can be promptly and thoroughly cleared up.
- Tools and equipment: Mark tools and equipment with tactile or high-contrast elements to make them easy to identify and use.
- Emergency Procedures: It is vital that every visually impaired pupil receives assistance in the case of an emergency such as a fire alarm. One good way of doing this is if the visually impaired pupil is assigned a sighted partner who is responsible for accompanying them during an emergency evacuation. The visually impaired pupil must be familiarized with all the escape routes from the laboratory or workshop.
Teaching approaches
While we are not going to go into great detail here, suitable approached to communicating before and during lessons is essential to ensure safety. Some strategies that can help include:
- Clear verbal instructions: Provide clear, detailed verbal instructions for using equipment and navigating the space. Always announce your presence when entering or leaving a room and when moving around the workshop.
- Provide materials in advance: Share information in advance so participants can use assistive technologies like screen readers or Braille displays to familiarize themselves with the content.
- Adapt materials: Provide written materials in large print or Braille as needed.
- Demonstrations: Where possible support demonstrations with sample models that are robust and can be explored by touch.
- Assistive technology: Use software like screen magnifiers or screen readers as appropriate for the individual.
- Focus on Inclusion: Design lessons and experiments that are inherently accessible to all pupils. By adopting multi-sensory approaches, you can create a shared experience that builds a sense of belonging, teamwork, and collective discovery.
- Multi-Sensory Learning: Actively incorporate touch, hearing, and smell into scientific investigations. These non-visual senses are powerful tools for observation and data collection, creating richer and more memorable learning experiences for every pupil.
- Hands-On Independence: Move beyond the outdated "directed assistant" model. Use a combination of low-cost adaptations and specialized technology to empower visually impaired pupils to measure, manipulate, and experiment for themselves, building crucial skills and profound self-efficacy.
