HOW TO TEACH SCIENCE TO STUDENTS WITH SPECIFIC DISABILITIES
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An Introductory Note “Teaching Science to Sped Students – A Reflection” Teaching Science to all students can be challenging as it is. Skills required to learn science involve (not an exhaustive list): reading, writing, translating word problems into mathematical equations, using problem solving techniques to find answers, understanding mathematical manipulation such as algebra (solving equations), record information (data) in an organized format so the scientist can be able to decipher the clues presented in various data tables and equations in view of identifying patterns and drawing conclusions. Being able to represent data visually in the form of graphs and making sense out of these graphs (analytical reasoning) is very often required as well as organizing these findings into a required formatted report (lab report). To support the scientific conclusions that come up from applying the previous processes to solving problems, developing supportive arguments (requires critical thinking) is required. In addition, we ask students to memorize different types of information such as mathematical formulas, science laws/processes and vocabulary in view of passing standardized tests within a specific time. Tests do not take into account that, with the Internet, memorization may be obsolete: critical thinking might be the way to go for the future. Time-limited evaluations (tests, quizzes) require memorization, focus over a specific time interval and an organized mind, something that an ADD/ADHD student or a student with executive functioning issues might find very challenging. We also ask students to be able to complete and remember multi-step processes independently with minimal instructional support. Most emotionally challenged students need to know the meaning of things and why they are so or important to them. Moreover, we usually do not spend enough time explaining where things come from or why they are relevant to the student's life because of the amount of curriculum content needed to be covered to satisfy most state standards. For special education students I have encountered (NLVD, ED, AD, ADD/ADHD, depressive, perfectionists, executive functioning ...), acquiring one or all of these “science” skills is like climbing Mount Everest: the students are lost, they don't know the surrounding, they don't speak the language, they can't find any clues to help them climb because they can't read them out of this new surrounding - they are not sure where to start being lost and even if it is worth trying to climb as this does not seem relevant to their life right now or they feel this has to be impossible to do the right way so why try. In addition, there are many different types of disabilities, usually categorized as Learning Disabilities (LD) or Emotional Disabilities (ED). Unfortunately, even though one would like to be able to categorize each disability separately and find solutions to help children with each type, it is not as simple. Very often, the disabled children we deal with in the classroom combined more than one of the disabilities we know, thus, making our job as educators more challenging as we have to figure out how all the combined disabilities of one child influence his/her behavior as well as his/her learning abilities. Our challenge as special needs science educators is to solve the maze of mental, medical, physical, genetic, and environmentally caused disabilities to teach academic knowledge and skills, here science, to our students. This is why we need to help each other by sharing what we know so one can learn, grow and help our students be the best scientists they can be. Who knows, we may inspire careers! When I started teaching science to special ed students, in addition to learning how to understand disabilities, I had the challenge of developing a science curriculum that would fit their emotional and learning needs. Although there are many resources I found to teach special ed students, I did not find many that talked about teaching science to LD and especially ED students. Thus the idea of creating an online community for Special Education Science teachers and other educators to exchange ideas, activities and resources came up; this, in view of helping new teachers and existing ones improve their “bag of tricks” and excite our classrooms. ASSET, the Association of Science Special Education Teachers is born. by Sandrine Colson-Inam, 04/13/2009 If you have any "secret recipe" that works in your science classroom to teach disabled children, please let us know by participating in one of our forums or create one as well by becoming a member of our community. For more info contact ASSET. "No Child Left Behind" - Teaching Students With Multiple Disabilities - PANEL DISCUSSION - TTC Roots & Shoots, Shady Hill School, Cambridge, MA - March 20th, 2010 Click here to see the PowerPoint presentation: "NO CHILD LEFT BEHIND" For definitions of various disabilities and other resources, visit our Disabilities page. NLVD = non-verbal learning disability ED = emotionally disabled AD = anxiety disorder LD = learning disabilities ADD/ADHD = Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
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