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- There’s no one-size-fits-all approach to teaching students with learning disabilities. Many respond well to hands-on science activities that stimulate the senses. Science, as a discipline, is less rigid and more exploratory, than other subjects. But what’s helpful for one may not be for another.
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Specific learning disabilities (SLD) are highly relevant to the science and practice of psychology, both historically and currently, exemplifying the integration of interdisciplinary approaches to human conditions.
- Elena L. Grigorenko, Donald L. Compton, Lynn S. Fuchs, Richard K. Wagner, Erik G. Willcutt, Jack M. ...
- 10.1037/amp0000452
- 2020
- 2020/01
People also ask
Can science be taught to students with disabilities?
Do science teachers meet the needs of students with disabilities?
Is science a one-size-fits-all approach to teaching students with learning disabilities?
Can a science curriculum help students with special needs?
Because many practicing science teachers have little training or experience in identifying and meeting the needs of students with disabilities, this article outlines basic educational principles that support the unique learning needs of these students.
Teaching Students with Learning Disabilities. There’s no one-size-fits-all approach to teaching students with learning disabilities. Many respond well to hands-on science activities that stimulate the senses. Science, as a discipline, is less rigid and more exploratory, than other subjects.
- Method
- Results
- Discussion
- Implications For Practice
Before beginning the process of identifying relevant literature for this review, the authors established the inclusion criteria. The inclusion criteria consisted of studies that (a) examined instruction of science content as an independent variable, (b) examined student outcome measures related to science content, (c) included participants with dis...
Participants
The total number of participants (pre-k through fourth grade) in the 12 studies was 395. Out of the 395 participants, 184 (46.5 %) were male, 189 (47.8 %) were female, and, for 22 participants (5.5 %), gender was not specified. These studies included 316 (80 %) preschoolers and 79 (20 %) school age students in grades K through 4. The 316 preschool participants were enrolled in Head Start programs and determined to be at risk, specific disabilities were not identified for these participants. O...
Setting and Instructional Arrangement
Of the 12 studies, 10 were conducted in public school general education and special education classrooms (one of those 10 was conducted during a summer school program), and two were conducted in public preschool programs for at risk children from low income families (i.e., Head Start). Four of the studies were conducted in urban school districts, three studies were conducted in suburban and rural school districts, and one study was conducted in urban and suburban school districts. The other f...
Research Design
All 12 of the studies reported the type of research design. Seven used control group experimental or quasi-experimental designs and five used single subject experimental designs. Of the seven control group designs, five of the studies used quasi-experimental designs and two studies used true experimental designs. Of the five single subject designs, two were multiple baseline designs, two were multiple probe designs, and one was a reversal design.
The purpose of this literature review was to examine the research on the types and effects of science instruction for young children with special needs in order to identify evidence based teaching practices for this population. The 12 studies reviewed represented a wide range of diverse learners across age, ethnicity and ability. Most of the partic...
Although the research on teaching science to young children with special needs is relatively sparse, this literature review identifies several promising implications for how teachers can plan and deliver effective instruction. Considering that the majority of students with special needs receive science instruction in inclusive general education cla...
- Sheila R. Alber-Morgan, Mary R. Sawyer, Heather Lynnine Miller
- 2015
Jan 6, 2021 · ENGAGING STUDENTS WITH DISABILITIES IN UNIVERSALLY DESIGNED SCIENCE EDUCATION. Consider the following vignette. Mrs. Robin-son is a new teacher in a diverse middle school. She was assigned an inclusive science class that includes students with various cultural backgrounds, socioeconomic, and disability status.
standardized science tests as the children without disabilities; however, many of their charac-teristics interfere with success in science. Deficits in memory, low-level reading and writing skills, language difficulties, orga-nizational problems, and social- emotional issues are just a few of the characteristics that can impede
Oct 6, 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.
