UDL Case Study: Accessible Lab Spaces and Experiences

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Much of the work of science takes place in a variety of lab settings, from teaching labs students may use as part of a course or while conducting research overseen by a faculty mentor to research labs in industry, which includes internships and other work-based learning opportunities. These labs are where much of the experimentation and hypothesis testing that is crucial to work in the sciences takes place. As such labs and the learning experiences that take place in them need to be accessible to ensure all students, including those who have disabilities, can pursue careers in STEM fields. 

In this case study, Dr. Amanda Rosenzweig shares some of her tips and ideas for incorporating accessibility best practices and Universal Design for Learning principles in the design of the lab space and lab experiences to make lab-based learning more inclusive for all learners. 

This case study is broken up into two parts, each with a video and corresponding guiding questions, key takeaways, and resources. 

Part 1: Universal Design for Learning and Accommodations

Guiding Questions for Part 1

In this video, Dr. Rosenzweig addresses the following questions related to accommodations and Universal Design for Learning in lab-based learning:

  • How did you get started with UDL strategies in your lab-based courses?
  • How do you collaborate with students to provide more accessible lab experiences?
  • How do you provide accommodations in your lab-based courses?

Key Takeaways for Part 1

  • Be clear on the goal of each lab activity so that you can better determine where flexibility in the means for accomplishing that goal can be provided. For example, for microscopy, is the goal to learn how to manipulate the microscope, or to be able to identify specific elements? If the goal is the latter, you might be able to use accommodations such as providing accompanying pictures or connecting the microscope to a projector or large-screen TV to provide a larger view for students who need it. 
  • Provide information in multiple formats. For example, make sure captions and a transcript are available for any video. This will benefit not only students who are Deaf or hard of hearing but also students who are learning English as their second language, those who are unfamiliar with the vocabulary, and more.
  • Explore tactile representations to represent information that relies on spatial relationships. For example, you can use an inexpensive 3D pen like the 3Doodler to build 3D models of cells that can both make the information more accessible to students with visual disabilities and help other students better understand the relationships between the different parts and the whole. 
  • Consider pairing up students so that they can support each other as lab partners, but make sure to communicate that this does not mean doing the work for students with disabilities.
  • Communicate that you are open to learning from students about how you can best support them in terms of how information is presented. You might want to include a statement in your syllabus that welcomes students to share this information. This will go a long way toward creating a more welcoming lab environment where students feel safe to express what they need to be successful in completing lab activities. 

Resources for Part 1

Part 2: Physical Environment and Tools

Guiding Questions for Part 2

In this video, the following questions related to the materials and tools used in a lab environment are addressed by Dr. Rosenzweig: 

  • How do you make the physical environment of the lab accessible?
  • How do you ensure safety in the lab while keeping accessibility in mind?
  • How do you ensure equipment used in the lab is accessible? 
  • How do you make microscopy accessible to students in your lab?
  • What is the best advice you would provide to someone who wants to make their lab-based course more accessible? 

Key Takeaways for Part 2

  • Start with inexpensive ways to make the lab environment easier to navigate, such as making sure there are clear paths for reaching the different parts of the lab. 
  • Ensure there is at least one lower-height table, or even better, use tables and benches that can be adjusted for students of different heights.
  • Create labels for key pieces of equipment in large enough type and with high contrast. Black text on a white background often works best. You can also add tactile markings after working out a system with students that will assist them in identifying specific lab equipment without relying on vision. 
  • While plastic containers can be safer, they may not always be practical for use with certain chemicals. When that is the case, look for glass containers that have plastic handles to make them easier to grasp for students with motor challenges.  
  • Explore grants for procuring more specialized tools such as talking probes that provide information in multiple modalities. Some of these are portable, which means they can be moved to different areas of the lab as needed, as well as used for research in the field. 

Resources for Part 2

Accessible Lab Tools

  • Tactile Writing Liquid is a type of paint that when dry leaves three dimensional raised markings to create easily identifiable tactile symbols for learners with visual impairments.
  • Glass Beakers with handles to make them easier to grasp and hold are available from several companies:
  • Sci-Voice Talking LabQuest 2 uses synthesized speech to announce data collection in real-time.
  • EVOS Cell Imaging Systems makes microscopes with large screen displays that can be helpful for learners who need content magnified. 

Additional Resources

Further Reading

Meet the Instructor

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Dr. Amanda Rosenzweig is Assistant Dean in the School of STEM at Delgado Community College in New Orleans, Louisiana.  She holds a Ph.D. in curriculum and instruction from the University of New Orleans and has an M.S. in biology from the University of Louisiana at Monroe. At Delgado Community College since 2003, she has been a professor of biology and is the lead instructor for anatomy and physiology. Her enthusiasm and drive to ensure student success and progressive change are evidenced by the honor bestowed on her as the recipient of the Seymour Weiss Excellence in Teaching Award at Delgado Community College.

Disclaimer

AccessATE is funded by the National Science Foundation under DUE#1836721. Any opinions, findings, conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.