Science Education and Inclusion An Action Research Project

1. Science Education andInclusionAn Action Research Project Presented by Laura Cottongim

2. Purpose of the Study • Provide a more current review of the status of inclusive science education • Assessment of the advantages and limitations

3. Purpose of the Study • Investigate teacher attitudes and perceptions of inclusion • Support strategies for teachers

4. Students with Disabilities • Disability refers to the social effects of any (or combination of) physical, emotional or mental impairment

5. Inclusion • “Full inclusion means that students classified “special” or “exceptional” because of individual physical or mental characteristics would not be isolated…” (Nelson, et al., 2004).

6. Science Education • Unique position to accommodate students with special needs • Hands-on learning • Cooperative groups • Dialogue and discussion • Authentic assessment

7. Advantages and Limitations of Inclusive Science Education • Advantages • Heterogeneous groups • Higher level of social acceptance • Positive self image • Significant improvement in performance • Modifications enhance general learning

8. Advantages and Limitations of Inclusive Science Education • Limitations • Differing definitions and conceptualizations of inclusion • Lower peer status • Inability to keep up with the group • High print and literacy demands of science • Standardized testing

9. Teacher’s Attitudes Toward Teaching Inclusion Science Classes • Positive Attitudes: • Most teachers in favor of inclusion • Positive attitudes directly correlated with consistent use of accommodations • Promoted positive peer interaction

10. Teacher’s Attitudes Toward Teaching Inclusion Science Classes • Negative Attitudes: • Feel unable to provide adequate support • Negative attitudes linked to less frequent use of effective accommodations • Little/no special education training

11. Support Strategies • Pre-service training • Staff development • Cooperation/collaboration with special education teachers • Ready-to-use teaching methods and materials

12. Science Inclusion Survey • Designed to gather information on perceptions and attitudes toward teaching students with disabilities

13. www.surveymonkey.com

14. Science Inclusion Survey • Advantages/Limitations Results: • Positive social interaction • Diverse learning environment • Behavioral disruptions • Lack of experience

15. Science Inclusion Survey • Attitudes/Accommodations Results: • Overall positive attitudes • Less willing to make accommodations • Not well prepared or supported

16. Science Inclusion Survey • Support Strategies Results: • Prefer to work with special education teachers • Professional development • Would have benefited from pre-service training

17. Conclusions • Advantages/Limitations • Beneficial to both general and special education students • Students with disabilities work harder and become more confident • General education students become more compassionate and understanding

18. Conclusions • Teacher Perceptions and Attitudes • Positive attitudes • Reluctant to modify lessons • Lack of experience • Need more training and support

19. Conclusions • Support Strategies • Work cooperatively with special education teachers/professionals • Professional development • Pre-service training

20. Recommendations • Required science teacher certification courses focused on teaching diverse learners. • Professional development aimed at fostering positive attitudes; supplying subject specific, ready-to-use materials and methods. • Closer collaboration with special education teachers/professionals.

21. References Biddle, S. (2006). Attitudes in Education. The Science Teacher, 73(3), 52-56. Cawley, J., Hayden, S., Cade, E., Baker-Kroczynski, S. (2002) Including Students With Disabilities Into the General Education Science Classroom. Exceptional Children 68(4), 423-435. Cooney, G., Jahoda, A., Gumley, A. & Knott, F. (2006) Young People with Intellectual Disabilities Attending Mainstream and Segregated Schooling: Perceived Stigma, Social Comparison and Future Aspirations. Journal of Intellectual Disability Research, 50(6) 432-444. Evans, J., & Lunt, I. (2002) Inclusive Education: Are There Limits? European Journal of Special Needs Education 17(1), 1-14. Grumbine, R., & Brigham Alan, P. (2006) Teaching Science to Students with Learning Disabilities. The Science Teacher 73(3), 26-31.

22. References Idol, L. (2006). Toward Inclusion of Special Education Students in General Education: A Program Evaluation of Eight Schools. Remedial and Special Education, 27(2), 77-94. Nelson, J., Palonsky, S., & McCarthy, M. (2004) Current Issues in Education: Dialogues and Dialectics, 5th Edition. Bosto: McGraw-Hill Palincsar, A., Magnusson, S., Collins, K. & Cutter, J. (2001) Making Science Accessible to All: Results of a Design Experiment in Inclusive Classrooms. Learning Disability Quarterly 24(1), 15-32. Robinson, S. (2002) Teaching High School Students with Learning and Emotional Disabilities in Inclusion Science Classrooms: A Case Study of Four Teachers’ Beliefs and Practices. Journal of Science Teacher Education, 13(1), 13-26.