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ILAB Classroom Tools
Tactile Chemistry
Tactile strategies for teaching chemistry to students who are blind and visually impaired have been developed by Dr. Lillian A. Rankel, Hopewell Valley Central High School, and Marilyn Winograd, Teacher of the Visually Impaired.
View video descriptions of the products developed for tactile adaptation of the science classroom.
Tactile Adaptation Kit
Multi-Sensory Lab Gear Kit
For ordering information about the Tactile Adaptation Kit and Multi-Sensory Lab Gear Kit, email MDWEducationalServices@gmail.com or info@independencescience.com.
Tactile Laboratory & Science Solutions
Supplies for Tactile Chemistry
All these activities use low cost materials that can be purchased from craft stores, toy stores, or office supply stores:
Table 1. Magnetic Board Materials
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Item |
Represents |
Number |
Dimensions |
| Magnetic dry erase writing board |
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28 x 36 cm or
41 x 51 cm |
| Peel & stick business card magnets |
Magnetic base for foam symbols |
10 |
5 x 9 cm |
| Glitter or sparkle peel and stick foam for the metals |
_ electrons
Li, K, Na, Mg, Ca, Al, Zn |
40 electrons
2 of each |
1.0 x 0.5cm
3 cm high |
| Smooth peel and stick foam (2mm thick peel and stick) for the nonmetals |
_ electrons
F, Cl, Br, I, O, N, P, S & X(all others) |
40 electrons
2 of each |
1.0 x 0.5cm
3 x 3 cm |
| Peel and stick magnetic sheet 1 ft. x 2 ft. |
Make lines, larger shapes, and cut out letters |
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| Playskool magnetic letters and numbers |
Formulas, elements, and numeric values |
2 boxes letters & two of numbers |
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| Hot glue gun and glue |
Write large letters and numbers |
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| Round 1.3 in. diameter bulletin board magnets |
Carbon atoms |
10 magnets |
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Teaching Formulas and Manipulation of Formulas
Use a Chemistry Stencil to Make Magnetic Lab Equipment
Lewis Dot Structures and Valence Electrons
Ionic Bonding
Structures for Organic Compounds
Showing 3-D Organic Structures
Aufbau Diagrams
Tactile Equipment Models
Some of the materials presented here are based upon work supported by the National Science Foundation under grants HRD-0435656 and HRD-0726417. Any opinions, findings and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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