Andri Achilleos, Science Subject Advisor

As a subject advisor, I recently visited one of our ambassador centres, The Royal National College for the Blind (RNC). The experience challenged my assumptions about how accessible A Level Biology practical work can be for vision-impaired students. I expected that practical activities would be too visual to be accessible, but what I saw completely changed my assumptions. Students were able to complete practical work successfully, supported by staff whose passion and expertise ensured that every student could access the information they needed.

Of course, not every centre is equipped to support vision-impaired or blind candidates the way that the RNC does. That’s why, in collaboration with RNC biology students and their teacher Annie Cook, this blog shares ideas to help centres feel more confident in supporting vision-impaired and blind students to engage fully with A Level Biology.

What are the challenges in A Level Biology?

A Level Biology relies heavily on visual diagrams, graphs, biological structures and photomicrographs. This can feel overwhelming and make the subject challenging for all students, including those without a vision impairment. These barriers can make students with vision impairment hesitant to choose biology at all.

This doesn’t mean that vision-impaired or blind candidates can’t access A Level Biology. It means schools may need to rethink how concepts can be presented so all students can access them.

Below are some practical adaptations and resources you can use to support students.

Physical resources

Use tactile graphics and raised-line diagrams

Simplifying diagrams to include only essential information, and presenting them in tactile formats, helps students interpret visual concepts through touch. Adding tactile features such as Wikki Stix, Blu tack or artist tape can help students to trace boundaries, pathways or shapes.

Because blind students can't access standard images, they rely entirely on these prepared tactile images/diagrams and the guidance in the Cambridge OCR Biological drawings handbook.

Provide physical or 3D models

Physical models allow students to explore structures through touch, which can benefit sighted people as well as those with vision impairment. These models can be created using simple materials (for example to represent the light dependent reaction in photosynthesis). Where available, 3D printers can be used to produce biological structures, giving students tactile access to complicated structures in three dimensions rather than two. You can see some examples of 3D models for biology in the Tactiles platform.

Use enlarged, high-contrast materials where appropriate

Consider producing enlarged versions of diagrams and graphs, supported by magnification devices or digital enlargers for flexible magnification levels. High contrast can also benefit people with low vision. RNIB provides helpful guidance on how to use it effectively. Where appropriate, allow students to produce scientific drawings from larger, real world specimens (for example, a leaf) rather than microscope observations.

Digital tools and assistive technology

Accessible apps

Applications such as Be My Eyes or Seeing AI can describe images, giving students more independence and reducing the need for additional support. These applications can also take photographs and describe colour or numbers on a piece of equipment, such as a colorimeter.

Use accessible data logging tools

For PAG10, tools such as talking data loggers (such as Sci Voice Talking Logger) can support independent data collection, though cost may vary.

Microscope adjustments

In biology, vision-impaired students often find microscope use challenging. Although microscopes with attached cameras can help, they are usually expensive. A more affordable option could be a ‘smartphone adapter holder’, which can be attached to the microscope eyepiece. This enables the student to view the slide or take pictures using their phone rather than looking down the eyepiece. If the image needs to be enlarged, it can be projected on a separate screen.

Another option could be to borrow equipment from other centres. The RNIB may be able to suggest other sources for equipment hire. This could include enlarging cameras, magnifying equipment, or other equipment that enables the student to take part independently and safely.

Adaptations to standard laboratory equipment

In many cases, standard lab equipment can be adapted to help vision-impaired students. For example:

• making notches on syringes or pipettes to help with measurements
• adding Bumpons to equipment such as colorimeters to help to identify buttons or settings
• repurposing specialist visual impairment equipment, such as using a talking kitchen thermometer for testing water temperatures during experiments.

These are low-cost adaptations needing little expertise that can make a huge difference in helping vision-impaired and blind candidates feel independent.

Practical endorsement: what centres need to know

The JCQ guidance on access arrangements for practical endorsement states that a practical assistant can be used. A practical assistant can help the student during the practical work by guiding them (for example, helping them access the equipment needed) but they cannot carry out the skills (1.2.1 or 1.2.2 outlined in the specifications for the A Level Sciences) on their behalf.

When completing activities, students can use any enabling equipment that a professional scientist could use to allow them to do their job independently. It is fine for the student to use different equipment from other students, provided it meets the requirements of the practical endorsement.

If the candidate cannot meet all the requirements for practical endorsement, the centre can ask for an exemption for the Practical Endorsement by emailing srteam@ocr.org.uk. The student should still complete any practical work they can, as the written exams will assess them on practical skills indirectly.

Conclusion

The strategies outlined above show that, with thoughtful and well-planned adaptations, the visual demands of A Level Biology can usually be successfully addressed. While these adaptations are aimed at vision-impaired and blind students, many of these approaches can be implemented in any classroom to create a more inclusive learning environment for students with and without disabilities.

If you’re supporting a blind or vision-impaired student in A Level Biology, or you’re considering whether it’s possible, I’d really like to hear from you. Please contact me at science@ocr.org.uk.

Thank you to the students and teachers at RNC for their help with this blog.

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About the author

Andri Achilleos was a teacher for ten years before joining Cambridge OCR in January 2019 as the subject advisor for A Level Biology. She studied Biology at University of Bristol and completed an MA in Science Education at University of York. She has taught in Birmingham as Teacher in charge of Biology, as well as an international school in Europe. During her teaching career she has taken on various roles within the department and has also been an examiner for different exam boards.

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