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  Home > JCE Print > Journal of Chemical Education > Issues > 2003  > March  >
In the Laboratory
Effective Laboratory Experiences for Students with Disabilities: The Role of a Student Laboratory Assistant
Laura E. Pence, Harry J. Workman, and Pauline Riecke
Department of Chemistry, University of Hartford, West Hartford, CT 06117
Cover
March 2003
Vol. 80 No. 3
p. 295
Abstract
Two separate experiences with students whose disabilities significantly limited the number of laboratory activities they could accomplish independently has given us a general experience base for determining successful strategies for accommodating students facing these situatiuons. For a student who had substantially limited physical mobility and for a student who had no visual ability, employing a student laboratory assistant allowed the students with disabilities to have a productive and positive laboratory experience. One of the priorities in these situations should be to avoid depersonalizing the student with a disability. Interactions with the instructor and with other students should focus on the disabled student rather than the student laboratory assistant who may be carrying out specific tasks. One of the most crucial aspects of a successful project is the selection of a laboratory assistant who has excellent interpersonal skills and who will add his or her creativity to that of the student with a disability to meet unforeseen challenges. Other considerations are discussed, such as the importance of advance notification that a disabled student has enrolled in a course as well as factors that should contribute to choosing an optimum laboratory station for each situation.
More Information
*  Citation
 Pence, Laura E.; Workman, Harry, J.; Riecke, Pauline. J. Chem. Educ. 2003 80 295.
*  Keywords
 Administrative Issues; General Chemistry; Introductory / High School Chemistry; Laboratory Instruction; Nonmajor Courses; TA Training; Teaching/Learning Theory/Practice
*  History
 Created:
Last Updated:		 February 6, 2003
February 28, 2005
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