Bringing Science Into the Classroom by Basing Craft on Research

The Journal of …, 2005

Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta-analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes (ES) were calculated for each study. Across all studies, a mean ES of .78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry-based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additionally, results suggest that mnemonic instruction is highly effective at increasing learning disabled students’ acquisition and retention of science facts.

1999

The one model of science instruction that works for all students has not yet been discovered, and such a perfect approach may not exist. Of the existing models and the best practices that are coupled with those models, no approach can meet the needs of all learning disabled students. Science educators must work with special education specialists to determine the best practices for particular students. This paper provides a synthesis of empirically supported best practices for teaching science to students with learning disabilities. (Contains 45 references.) (CCM)

International Journal of Higher Education

This article reviews 24 years of research focused on science education for students with learning and other disabilities. Our results are based on 53 articles from 2 relevant databases. We hereby present and discuss the results of the most popular topics investigated, which include: constructivism, exploratory learning, hands-on activities, cross-curricular projects, multiple means of representation, cognitive and social skills, group and peer learning, coursebooks, reading strategies, readability and students' assessment. Our results suggest that topics like teacher education, teacher/researcher cooperation , education policy, school administration and curriculum structure are scatteredly investigated. These experimental approaches and interventions may provide insight into teacher training in higher education and can explain controversial concepts regarding the question of "full inclusion, selective inclusion or excellency".

2016

Science content is still a commonly overlooked academic content area for students with severe disabilities despite recent research. The purpose of this study was to show that students with severe disabilities can learn science content in a whole group setting when taught using applied behavior analytic principles, such as prompting and fading techniques. Four elementary-aged students with severe disabilities between 1 st and 5 th grade were taught science content using group lessons and effects were measured by a multiple baseline design across units. Participants were taught content from three different units: Energy, weather, and plants; the science content selected aligned with Virginia's Alternative Standards of Learning (ASOL) and helped complete two of the participants' Virginia Alternate Assessment Program (VAAP) portfolios. Each unit consisted of five vocabulary words and their definitions and three concept questions (i.e., key ideas of the unit). Science content was taught to all four participants in group lessons using systematic instruction utilizing errorless prompting methods such as constant time delay and activities that related to the unit content. Probe trials were used to determine baseline and intervention effects.

Support for Learning, 2020

There is a large science attainment gap between students with and without special educational needs, and many students with developmental disabilities (DD) struggle to access the mainstream science programmes of study. The purpose of the present project was to pilot the use of the Early Science (ES) curriculum over a six week period with nine students with moderate to severe DD in a special education setting in the UK. Staff members indicated positive experiences of using the curriculum, especially the use of the structured teaching methodology as a helpful tool. Evaluation data suggested that all nine pupils improved their science knowledge over the course of the intervention. Some suggestions are made to improve the delivery of the ES curriculum in UK special education settings, and the need for larger scale evaluation research.

Journal of Research in Science Teaching, 2016

Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers’ initial semester-long professional development experiences learning about and attempting to implement nature of science and inquiry instruction. Participants were purposively selected from a larger study of 61 pre-K–5 teachers from one mid-Atlantic urban school district. Data sources included pre/postsurveys, video recordings of lessons, teachers’ guided reflections through time, and a postcourse interview. Results demonstrated that all participants improved their nature of science conceptions, explicitly addressed nature of science tenets during instruction, and taught via inquiry. Further, they moved beyond simply mimicking course lessons they experienced by adapting them to student needs and even innovating new lessons. Teachers increased their attention to plans and instruction to meet the needs of students with special needs; yet most of the teachers made few references to specific Individualized Education Programs, individual student needs, or associated instructional decisions. Results suggest that nature of science and inquiry professional development can increase special education teachers’ expectations of their students with special needs. To improve outcomes, professional development should increase the explicit attention to planning and strategies to help meet specific student needs. Also, special and general education teachers in inclusion settings can benefit from support with the negotiation of their roles.

Journal of Research in Science Teaching, 1992

The authors' purpose in this study was to compare the effectiveness of two instructional approaches on mildly handicapped and nonhandicapped students' science achievement. Students were assigned at random to one of two conditions: (a) direct instruction, and (b) discovery teaching. The content of the lessons remained constant across conditions and focused on such concepts as displacement, flotation, variable, controlled experimentation, and scientific prediction. The results show that students in both groups leamed equally well as measured by an immediate posttest. However, students in the discovery teaching condition outperformed their direct instruction counterparts on a retention test administered two weeks after the posttest. Finally, leamingdisabled students in the discovery condition performed better than their direct-instruction counterparts on a performance-based measure designed to assess generalization. Implications for research and for practice are discussed.

Intervention in School and Clinic, 2008

A major tenet of both the Individuals with Disabilities Education Act and the No Child Left Behind Act is the identification and use of evidence-based practices, or those instructional techniques shown by research as most likely to improve student outcomes meaningfully. However, much confusion exists regarding the meaning and potential applications of evidence-based practices in special education. Evidence-based practices are traditionally supported by the findings of multiple, high-quality, experimental research studies. Rather than changing the nature of teaching or limiting teachers to following prescribed methods, prioritizing evidence-based practices will allow teachers to maximize the impact of their instructional efforts.

Science Education, 1983

Public Law 94-142, The Education for All Handicapped Children Act, has been responsible for enhancing educational opportunities for many children. It has also served as a catalyst for educational research, curriculum development, and promotion of active involvement and change in professional organizations concerned with science education. As a result of the efforts of a number of professional organizations, handicapped scientists are proudly identifying themselves and taking advocacy roles in the establishment of a new era in science teaching. Probably in no other academic discipline has such a rapid and successful reaction to PL 94-142 swept through the ranks of educators and other professionals as it has in science. The purpose of this article is to provide educators involved with preservice and inservice training programs a description of some resources available for sensitizing science teachers to the special needs of handicapped learners. Most of these resources have been developed not by those involved in special education but by science teachers themselves who have had direct experiences with these children. The instructional materials development and teacher training activities have been largely supported by the professional organizations and, because of this support, the state of the art of teaching science to handicapped students has rapidly advanced over the past six or seven years. In 1973 the Board of Directors of the American Association for the Advancement of Science (AAAS) established the Office of Opportunities in Science. The Project on the * Paper presented at the Northeast Region Spring meeting of the Association for the Education of Teachers in Science, Rochester, NY, May 29, 1981. The author is President of the Science for the Handicapped Association.

Intervention in School and Clinic, 2008

There has been an increasing focus on evidence-based practices in special education with efforts underway to authoritatively identify those practices that are evidence based. However, the identification of evidence-based practices is only the beginning of the process of implementing evidence-based special education. The professional wisdom of special educators will be necessary for evidence-based practices to be implemented effectively and result in improved outcomes for students with disabilities. Specifically, special educators will have to apply their professional wisdom in (a) selecting and adapting evidence-based practices to their students' learning needs and goals, their own teaching strengths, and the educational environments in which the practice will be implemented; (b) assessing the effects of evidence-based practices; and (c) integrating effective teaching techniques in the delivery of evidence-based practices.

Journal of Science …, 2009

Finding appropriate instructional settings in science for students with disabilities is challenging, and the range of services or placements used is currently unknown. This study identifies administrative structures, instructional settings, and special/general education teacher roles in teaching science to students with disabilities. A phone survey was conducted with special education coordinators of fifth graders in 137 districts in Texas. Survey data indicated that while nearly all districts reported special education settings for the instruction of science for students with disabilities, some districts provided only general education settings. Theoretical and practical implications for teacher preparation are discussed.

2003

Poor science achievement has been an educational issue for a number of years. Students with disabilities have traditionally fared worse. Research suggests that students with disabilities may respond better to instruction using an inquiry-based approach vs. traditional textbook instruction when measuring science achievement on standardized measures. The researchers report achievement data on the Iowa Test of Basic Skills from a target school district for students Individualized Education Program's (IEP) and non-IEP students, as well as students with IEP's at the state level. Using an argument-based inquiry approach to science instruction called the Science Writing Heuristic (SWH); the researchers report data supporting its impact on student achievement in science. Data suggest that the SWH may contribute to science achievement for students with IEP's. An increase in accountability for teachers and schools to ensure that students with dis-abilities are becoming proficient ...