Of all this material, two salient points bear repeating for teachers of chemistry. One is that students, disabled or not, tend to have individualized needs and learn best when taught on that basis. The other is that students with disabilities largely have made the extra effort to get where they are and wish to be judged against the recognized standards of academic achievement.
Society tends to equate a disability with reduced abilities overall.
By recognizing that point, teachers and others involved in the educational process will enhance the utility of this manual to themselves and to the students whose futures they influence.