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Rhiannon Lunney is a student studying theoretical physics working with the interaction of light and matter. During her undergraduate studies, she was involved in a car accident which left her in chronic pain. Her story is particularly inspiring due to the fact that she acknowledged the ableist beliefs she had before her accident and now advocates on behalf of those disabled in STEM, and that although people have told her she cannot continue in her field due to cognitive impairment, she has persevered and continues to study in her field.

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The woman we chose Toni Spinella. We were inspired by her story because as a woman with endometriosis and ADHD, she has persevered and is obtaining her PhD in Clinical Psychology. Through the pain from the endometriosis and the concentration, depression, and exam anxiety, Spinella worked through her disabilities and progressed through schooling. Even with years of no help or accommodations, she still worked through her adversity and continued to try her best, no matter the difficulty.

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Suppose you have a student with a spinal cord injury who uses a wheelchair and has limited use of their hands. What accommodations would help them access your introductory chemistry lab?

1. Accessible workstation and open surroundings
2. Clear area for work and visual access
3. Altered safety equipment (objects with handles/clamps)

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Cole is on the autism spectrum and is from Minnesota. Cole has a hard time being in large crowds after a period of time and has sensitivities to fluorescent lights, and because of that, they have a very hard time in educational spaces. To accommodate for this, Cole has extensions on timed assessments because it takes longer for them to complete assignments sometimes. Growing up and into his adulthood, Cole has had an affinity for rocks and geology. Technology has allowed Cole to meet people with similar interest as him and communicate over email, which they prefer. Cole is working towards becoming a volcanologist and is doing pretty well for themselves. I guess you can say that Cole rocks!

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In our case study, a blind student majoring in Atmospheric Studies had to take a class about the structure of mid-latitude weather systems. Many class activities required students to draw cartography information and plot weather information on maps, but our student was unable to participate in these activities due to their disability. In order to accommodate this student, their professor met one on one with them in lieu of class to explain relevant concepts and gave our student the class notes. Due to these accommodations, the student was able to learn the relevant concepts of the course.

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Dr. Stephen Klusza is deaf, one of our group members is a deaf studies minor, so this was very interesting to her. We were able to learn more about how he navigated his disability while being an assistant professor for biology. His school sent him to a school for the deaf, where he was going to be evaluated by a psychiatrist to make sure he was "mentally unfit" enough to not go to the school. After these inappropriate tests were established, his parents refused the testing, and Dr. Klusza was able to go to school. This story is inspiring because he doesn't let his disability get in the way of his education and what he wants to do. His parents were good allies for him, in not letting people discriminate against his education because he was deaf.

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The woman we chose as our inspiration is Erin from South Carolina. Erin has a neurodevelopmental and learning disability and made the courageous decision to study neuroscience well into her graduate career. Specifically, she did research on drug discovery and pharmacology in her postdoc. This story is inspiring to my group and I because 1. she embraced her disability and used her resources to the best of her abilities, including being very present at her schools' Disability department, requesting essential accommodations and being kind to herself during the process of learning how her mind learns best. Secondly, she embraced her disability by taking on a subject of STEM that directly relates to her disability. That is a brave step to take as a scholar and I think everyone in our group is inspired by her confidence and willingness to break boundaries and take on a study that is considered very difficult for anybody to pursue.

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You teach a large biology class and a student with low vision has enrolled in your course. You use many visual aids and slides in your lecture. How can you make sure the student benefits

from these materials?

1. Using larger print text for that student when giving handouts
2. make a seating chart for the class and place the student at the front so they can see the board
3. Speaking aloud during lectures will help with visual impairment when looking at a powerpoint

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For a student who has low vision working on a Photoshop project, you should lower the contrast on the screen, larger screen monitors, allow extended time for work and due date, use voice activation - aka text-to-speech - for instruction aid, adjusting brightness in the room, having a in-person aid for any help or questions

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The students name is Christian, he has a learning disability that affects his reading and writing skills. Because of this, he is able to receive testing accommodations to help. He is able to go to the learning center on campus, to take extra time on the test. Christian takes the test before the class, and then while everyone else is taking the test, he works on other assignments until the lecture starts. This helps Christian feel less overwhelmed and lets him be successful in many aspects of school.

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Testing accommodations - 2x the amount of the time for the exam ; took the exams in the students disability service center ; the student started going to the student learning skills center so he could gain better test taking strategies and less anxiety about exams

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For a student that has a high-level spine injury and has no mobility in the hands, internet research can be conducted by speech input, a word prediction software, or even a mouth stick.

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The accommodation for Roberto, who is a student that has hearing loss, was real-time captioning. With this, Roberto was granted a stenographer that sits next to him and helps him through his classes. With the real-time captioning, Roberto is now able to follow the discussion, ask questions, and get a hard copy of the notes. In the event that there is a shortage of stenographers, Roberto's school also allows remote scheduling so that he still has what he needs to successfully get through the class

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1. Passing around a microphone, especially during general group discussions enable to help
2. Depending on the situation, like in person, seating preferences in order to help people with hearing impairment have better access for seats.
3. Incorporating written pre discussions comments as well as verbal discussion.

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The accommodation was the FM amplification system that the TA wore during their time in the lab so the background noise was eliminated.

It allowed the student to hear student-led questions and instructions from the teaching assistant. This allowed her to be active in her class discussions and receive all the necessary information for her assignments.