• Allow an alternate setting to complete work or tests.
• Provide students with advance organizers of key scientific concepts.
• Adapt the pace of activities.
• Exemplify scientific ideas through the use of concrete materials such as models.
• Foster personal involvement through the study of areas of science that directly affect the student, such as eating and nutritional needs, the nervous system, the brain and how it functions, and rehabilitative technology.
• Arrange for specialized adapted laboratory equipment, such as lower lab tables and specialized microscopes.
• Build on understanding by reintroducing information in new contexts with new sub-issues.
• Use alternate texts at an easier reading level.
• Use activities-oriented materials which require less vocabulary, less independent reading, and less written work.
• Keep work samples for student reference.
• Use computer programs that provide opportunities for scientific practice and recording results.
• Establish a computerized lab report format.
• Clearly label all material and equipment.
• Develop, post and/or provide material safety data sheets as well as a safety checklists for use of any equipment.
• Be alert to the possibility of the student “freezing” under pressure to work fast in timed tests. Make allowances for extended time on tests and assignments.
• Use a highlighter to help the student know what to do, such as where to start and where to stop.
• Allow the student to use a calculator for basic computations.
• Find ways to help the student in getting organized and taking on responsibility.
• Use multi-modal teaching strategies for delivery of instruction. For example, kinesthetic learning, scripting, or role playing.
• Provide a variety of ways for students to practice new vocabulary and tasks, such as team games, software programs that provide drill and feedback, worksheets, peer coaching and short daily quizzes.
• Provide opportunities for paraphrasing test questions and instructions as required.
• Allow various ways for students to demonstrate their understanding of scientific concepts such as performing experiments, creating displays and models and tape recording observations.
• Adapt assessment tools such as paper and pencil tests to include options such as oral tests, open-book tests, and tests with no limit.
• Use peers, student tutors, or volunteers to assist.
• Use teacher assistants to work with small groups of students, as well as with an identified student with FAS/E.
• Use consultants and support teachers for problem solving and to assist in developing strategies for science instruction.

Appendix 9: Science Skills
Checklist