The "Next Generation Science Standards" (NGSS) stress the need for all students to receive excellent science instruction--including those with disabilities--based upon disciplinary core ideas, crosscutting concepts, and science and engineering practices (NGSS Lead States 2013). Further, the NGSS emphasize reducing disparities in student achievement across all groups (Miller and Januszyk 2014). Also central to the NGSS is the notion that science should be taught via inquiry-based methods, a strategy proven effective for all students, but particularly effective for those with visual impairments (Koehler 2017). In addition, for students with vision impairments, accommodations and modified equipment are necessary for their full participation in inquiry-based instruction (Wild and Koehler 2017). Most science teachers have no training in teaching visually impaired students and are unaware of available modified lab equipment or specialized accommodations for such students. Further, the literature is bereft of studies surrounding modifications for visually impaired students in high school science courses (Koehler and Wild 2019), thus a search for helpful textual information may prove fruitless. However, many studies exist surrounding accommodations for the visually impaired in other subject areas, and many of these ideas can be adapted for the high school science student.