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T.E.A.C.H.

T.E.A.C.H. INCLUSIVE SCIENCE EDUCATION. Brian Turkett ED 447 –Disability and Schools Summer 2009. T.E.A.C.H. – Inclusive Science Education. Two-Fold Problem.

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T.E.A.C.H.

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  1. T.E.A.C.H. INCLUSIVE SCIENCE EDUCATION Brian Turkett ED 447 –Disability and Schools Summer 2009

  2. T.E.A.C.H. – Inclusive Science Education Two-Fold Problem • 90% of all K-12 science teachers, science methods instructors, and university science content instructors need training on teaching students with disabilities (Stefanich & Norman, 1996) • 42% of special education teachers receive no training in science (Patton, Polloway, & Cronin, 1990) • 38% of children in self-contained special education classed did not receive any science instruction (Patton, Polloway, & Cronin, 1990) • Special educators that did teach science, devoted less than 60 minutes per week to science instruction and about 90% of the teachers used textbooks for instruction (Patton, Polloway, & Cronin, 1990)

  3. T.E.A.C.H. – Inclusive Science Education K-12 Teacher’s Concerns with Inclusive Science Education • Inadequate preparation and training regarding teaching science to students with disabilities • Limited knowledge about methods and adaptations for students with disabilities • Lack of time for planning and individualized instruction for students with disabilities • Large class sizes and inadequate space and materials • Classroom management and discipline, especially with students with emotional disabilities and behavior problems • Safety and liability issues • Support from administrators and other teachers, especially special education teachers • Expectations, assessment, and grading for students with disabilities (Stefanich & Norman, 1996)

  4. T.E.A.C.H. – Inclusive Science Education University Science Educators Concerns with Inclusive Science Education • Lack of training related to teaching students with disabilities in undergraduate programs for preservice teachers • Overcrowded methods courses and science teacher education programs leave little time for additional topics and coursework • Lack of space, material, equipment, and funds to use in teaching students with disabilities • Limited research regarding science instruction for students with disabilities • Need for university faculty in-service training and time to work in special education and inclusive classrooms • Need for field experiences in inclusive classrooms for preservice teachers • Need for modeling of science lessons for teaching students with disabilities • Lack of role models-science educators who have disabilities (Stefanich & Norman, 1996)

  5. T.E.A.C.H. – Inclusive Science Education Methods of Teaching Science Education • Direct Approach – Textbook and lecture instruction; focus is on coverage of content over degree of understanding • Hands-On Approach – Activities with inquiry-based learning; focus is on conceptual understanding over extent of curriculum covered

  6. T.E.A.C.H. – Inclusive Science Education Instructional Strategies • Text adaptations • Mnemonic/Keywords • Coaching – Guided Inquiry with Multiple Literacies, Rehearsing

  7. T.E.A.C.H. – Inclusive Science Education T.E.A.C.H. Technology Engagement Adaptation Collaboration Hands-On Learning

  8. T.E.A.C.H. – Inclusive Science Education Technology • Use of technology as assistive functioning and support in learning facilitates higher understanding and offers channels for application and investigation in science. http://www.myinfinitec.org/MyInfinitec/

  9. T.E.A.C.H. – Inclusive Science Education Engagement • Teacher enthusiasm in activities and engagement in students learning increases academic achievement and on-task behavior. http://www.dur.ac.uk/news/newsitem/

  10. T.E.A.C.H. – Inclusive Science Education Adaptation • Adapting instruction planning and learning environments to include all students creates community and opportunities for differentiated learning. http://www.washington.edu/doit/MathSci/science_access.html http://www.spiritlakeconsulting.com/DA/intro/ld_services.html

  11. T.E.A.C.H. – Inclusive Science Education Collaboration • Collaboration between students allows for the social construction of a scientific community that shares individualistic insights, experiences, observations, and difficulties. • Collaboration between teachers, specifically general educators, special educators, and paraprofessionals, builds a stronger network of support for students that promotes student success. http://www.coe.wayne.edu/wholeschooling/WS/Schls/MI/EzraEby.html

  12. T.E.A.C.H. – Inclusive Science Education Hands-On Learning • Hands-On learning allows students to participate in activities that use inquiry-based learning where the students develop conceptual understanding of the material through essentially unguided instruction. Some students may require “rehearsing” or “coaching” to solidify conceptual understanding. http://blogs.edweek.org/edweek/curriculum/math_and_science/ http://www.rnib.org.uk/xpedio/groups/public/documents/Visugate/public_visautumn99.hcsp

  13. T.E.A.C.H. – Inclusive Science Education Resources • http://www.washington.edu/doit/Resources/science.html • http://www.sesd.info/ • http://www.as.wvu.edu/~scidis/

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