176 - 238 CCNA 2: Routers and Routing Basics v3.1 Instructor Guide – Appendix B Copyright © 2004, Cisco Systems, Inc.
Web Links
Big Rocks and Powerful Kingdoms Personal Learning in Science and Social Studies:
http://www.ascd.org/readingroom/classlead/9911/2nov99.html
Using the Internet to Promote Inquiry-based Learning: http://www.biopoint.com/msla/links.html
Project Based Learning: What is it?: http://www.4teachers.org/projectbased/
B.1.8 Special needs
Figure 1: Special Needs
When there are visually impaired students in a classroom, here are some general
considerations to keep in mind:
• Ask visually impaired students if they need help on specific tasks, but do not
assume that they do. The students will ask for help if they need it.
• Use contrasting light and dark colors to help students differentiate between cables
and routers.
• Use proper lighting in all areas of the lab to help students see more effectively.
• Provide pocket or lighted magnifiers for reading to assist students with low vision.
• Provide hats or visors to reduce the glare that is associated with many vision
disorders.
• Use bold lines and write in large print when information is taught or presented.
• Encourage all students, especially those that are visually impaired, in the
classroom. If feelings of hopelessness or fear occur, a social worker or special
teacher of the visually impaired may be called in to help these students cope with
their learning environment.
When there are hearing impaired students in a classroom, here are some general
considerations to keep in mind:
• Make sure the labs are well lighted so the speaker can be clearly seen.