When watching science experiments or participating in science labs, I would constantly find myself thinking or saying “what just happened?” after every step of the experiment. Since I have low vision, I often have trouble noticing subtle changes in science experiments or focusing in visually cluttered or crowded environments, so I would often rely on lab partners, instructors, and others to describe what was going on during an experiment. Here are my tips for how to describe science experiments for visually impaired students, inclusive of Blind (nonvisual) and low vision students. Many of these strategies are also effective for students with Cerebral Visual Impairment/Cortical Visual Impairment (CVI), sometimes referred to as neurological visual impairment.
Prioritize firsthand descriptions over secondhand descriptions
When describing science experiments for students with visual impairments, prioritize opportunities for them to conduct their own firsthand observations instead of relying on verbal or written secondhand observations from a partner. This allows the student to form a basic understanding of a concept and then “fill in the blanks” with additional description that is provided through other modalities or formats.
Before a science experiment begins, it’s helpful for visually impaired students to explore the different materials and equipment that will be used, either through touch or close visual examination. Some students may want to pick up, hold, or shake items to hear them make noise, while others may prefer to just observe how the items are set up before the lab begins.
Some other ideas to support “firsthand” observations of experiments include:
- Using a light detecting tool that provides sound/haptic feedback with experiments that involve changes in light
- Incorporating touch safe or taste safe materials to explain different reactions
- Providing a 3D model or diagram that can be explored by touch
- Setting up a video magnifier or camera for viewing experiment components up close
- Mix items for gaseous reactions in a plastic zip-lock bag to hear/feel the reaction (just make sure the bag is leakproof and the materials inside will not explode!)
Related links
- Lighting And Low Vision
- Low Vision Accommodations For Print Materials From My Low Vision IEP
- How I Use Microsoft Seeing AI With Low Vision
- Five Apps I Use In The Science Classroom As A Low Vision Student
- Science Labs and Low Vision
Ensure that lab equipment can be used safely
Having lab equipment that can be used safely and effectively with visual impairment provides student with a safe way to observe experiments with their usable vision, or make it easier to describe what is happening during an experiment. Examples of ways to make lab equipment safer or easier to use with visual impairment can include:
- Using an accessible microscope with an external screen
- Placing all equipment on a high-contrast storage surface so it can be in the same consistent location. For a geology lab, a rimmed cookie sheet could be used to keep rocks in one place
- Equipment like the Bunsen burner was placed on a slide-resistant mat so that it didn’t move around
- Plastic equipment was used instead of glass to minimize risk of breaking
- Placing dark or light-colored cardstock behind items such as pipettes to reduce visual clutter or make them easier to see
- Making a video magnifier or magnification aids available, as well as a camera for documenting changes or recording videos for playback
- Using adapted equipment such as talking scales or liquid level indicators to provide information, or adding tactile labels to existing items
- Wearing gloves or additional PPE to prevent potential spills or injury
Even if the student isn’t the one using the lab equipment, having these safety features in place can help reassure students that the experiment is being done correctly, and that they are not at an increased risk of being hurt during the experiment. For example I wasn’t the one using the Bunsen burner, but my double vision would sometimes make the stand appear distorted on the table as if it was about to tip over. Having the colored non-slip mat made it easier for me to concentrate on the experiment instead of wondering if the classroom will catch on fire.
Related links
Provide accessible versions of images
Images and visual observations play a significant role in many science experiments, and can provide a snapshot of different phenomena or changes. While I find it easier to zoom in on an image than to zoom in on something in real life, there are still ways to further improve visual access to images and provide descriptions:
- Instead of writing labels on top of a graphic, provide color-coded or numbered/textured labels for different elements, and include labels in a separate area.
- When it comes to enlarging detailed images, it may be easier to enlarge 3D digital models of an item instead of 2D images that may become blurry, pixelated, or show an incomplete part of an image.
- If available, use tactile graphics to understand components of an experiment or explain different concepts
- When using digital images, add a narrated description or text-based image description that provides essential information about an image and interesting features. What should the student know about this image from looking at it?
- Use a microscope (see related post) to enlarge content. If using a smartphone microscope, take pictures that the student can zoom in on.
Related links
- Adapting Page Layouts: Math Problems and Low Vision
- How To Create Accessible Diagrams For Low Vision
- Using Digital 3D Models With Low Vision
- Free Braille Art and Tactile Image Libraries: World Braille Day 2024
- Creating Audio Narrated Images For Low Vision
- Choosing Accessible Microscopes For Low Vision
Create videos of experiments to allow for repetition
Watching videos of experiments can provide students with opportunities for repetition as well as control over how they are viewing the experiment in their environment. For example, a student who is sensitive to loud noises can turn down the volume, while a student who has trouble seeing can zoom in on the video or play it in slow motion. Video experiments can also include a verbal description (also known as audio description) that narrates what is happening in the video for students who may otherwise miss out on information.
Examples of information to include in audio description/verbal descriptions include:
- Names of equipment being used, e.g. Bunsen burner or beaker
- Short descriptions of materials being used, such as chemical names, substances, types of rocks, or similar information.
- Any appearance changes such as bubbles, color changes, expanding/shrinking
- Items being added or removed— for example, pouring in 10 milliliters of vinegar or removing 15 milliliters of water
- Reading any text or equations on the screen verbatim
- Descriptions of textures— is the result of the chemical reaction a thick foam?
- Relevant movement of items onscreen, such as if a liquid spills out of the container. No need to mention items that are not in focus being moved offscreen, such as a notebook.
- What changed or didn’t change during the experiment. Even if nothing changed at all, this should still be mentioned as it is important for the student to know this
These videos can be used as a supplement to in-class experiments for students with visual impairments and may be filmed by students themselves or with help from an instructor. Alternatively, instructors can add audio description to a YouTube video with the free YouDescribe tool, though the student will need to watch the video on a computer.
Related links
- How To Create Audio Description For YouTube With YouDescribe
- Adapting Digital Equations: Math Problems and Low Vision
Write a summary of what to expect from an experiment
In lieu of or in addition to verbal descriptions, a written summary of the science experiment including descriptions of visual changes and other details can be a helpful tool for letting students know what to expect from an experiment, as well as providing context before, during, and after an experiment. Some students may prefer to read these descriptions in advance as a “preview” strategy, while others may use the written descriptions as a supplement when answering lab questions or filling in gaps from observing the experiment visually.
Related links
- How To Write Video Descriptions For TikTok
- How To Write Alt Text and Image Descriptions for the Visually Impaired
- Options For Writing Extended Image Descriptions On Social Media
Display data in accessible formats
When analyzing data or displaying data from a science experiment, it can be easy for students with visual impairments to look at a pile of information or numbers and not understand how everything connects. In these situations, describing experiments is less about interpreting visual information, and more about giving students the tools they need to understand the data in a format that works best for them. Some ideas for describing and displaying data from experiments can include:
- Data sonification for graphs or charts that provides an opportunity to “listen” to data. Desmos and Tuva are two free tools that offer basic data sonification (Tuva uses keyboard shortcut Alt + Z or the Accessibility option for graphs)
- Color-code information to help with organization or identifying different items
- High contrast graphs and charts that incorporated saturated colors and weighted lines
- Tactile graphs or charts that show data or patterns
- Representing data with icons, pictures, or manipulatives— rearranging these items may resonate more than drawing or editing 2D images
Related links
- Desmos | Accessibility
- Free Accessible Periodic Tables For Low Vision
- Tuva Tools and Low Vision Accessibility
- Adapting Accessible Charts: Math Problems and Low Vision
Incorporate virtual simulations
Another option for describing science experiments to visually impaired students is to incorporate virtual simulations that they can observe and manipulate on their own devices. PhET provides free simulations for several science topics, including options for simulations that have inclusive (accessibility) features such as sonification, magnification, self-voicing narration, and screen reader access. McGraw-Hill also offers several virtual labs and simulations with accessibility features in their products, though I have not personally tested these myself.
Related links
- Filter – PhET Simulations (colorado.edu)
- Windows Magnifier and Low Vision
- ALEKS Accessibility For Visual Impairment
More tips for how to describe science experiments for visually impaired students
- Students are the “expert” in their own vision loss, so instructors should provide students with the opportunity to provide feedback on descriptions or ask additional questions. They can also provide instructors with ideas for accommodations or modifications for labs as well.
- Looking for more tips on including visually impaired students in science labs? Read Science Labs and Low Vision, which contains additional tips on creating a safe lab environment.
- For students that need to write code as part of a science lab, I recommend checking out Accessible Python IDEs For Low Vision, which has options for multiple languages.
- Want more science posts? Browse Science And Math Archives | Veronica With Four Eyes (veroniiiica.com)
Published September 11, 2024. Updated January 2025