Symbolic, spatial, and visual information are key components for comprehending and learning chemistry; however, they are not readily accessible to blind/low vision (BLV) students in the chemistry classroom and virtual environment in conventional ways. Furthermore, full participation by BLV students over the 4-year undergraduate laboratory curriculum has not yet been realized due in part to misconceptions about capabilities of the blind. Appropriate instructional methods can be used to include these differently abled students in the learning process while also enhancing the learning outcomes of a diverse student population. By applying learning style attributes, Universal Design for Learning practices, and adapted teaching approaches, collaborative learning methods, non-visual assistive technologies and equipment, chemistry classroom and laboratory work for BLV students can be transform from a passive experience to an active one. Non-visual ways (i.e., auditory and text to speech applications, speech-enabled equipment, tactile graphics, and physical artifacts) by which BLV students conduct their work will be described, practical ways to enhance instruction will be explored, and actions and development efforts needed to effect change to eliminate disadvantages and inequities will be considered. The aims of this symposium are to help undergraduate and high school chemistry faculty: understand adaptations and assistive technologies, become familiar with how non-visual learners use them, recognize challenges faced by BLV learners, choose universally effective teaching practices that will minimize barriers, propose solutions to the most pressing issues that face BLV chemistry students.