Science Education for Students with Special Needs

Autor/inn/en	Villanueva, Mary Grace; Taylor, Jonte; Therrien, William; Hand, Brian
Titel	Science Education for Students with Special Needs
Quelle	In: Studies in Science Education, 48 (2012) 2, S.187-215 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7267
DOI	10.1080/14703297.2012.737117
Schlagwörter	Science Achievement; Special Needs Students; Inclusion; Mainstreaming; Science Process Skills; Science Instruction; Student Needs; Special Education; Educational Research; Intervention; Elementary School Science; Social Justice; Teaching Methods; Inquiry + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Inklusion; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsforschung; Pädagogische Forschung; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Students with special needs tend to show significantly lower achievement in science than their peers. Reasons for this include severe difficulties with academic skills (i.e. reading, math and writing), behaviour problems and limited prior understanding of core concepts background knowledge. Despite this bleak picture, much is known on how to significantly improve science achievement for students with special needs. A recent comprehensive meta-analysis indicates that inquiry instruction which infuses appropriate scaffolds and supports, can significantly improve science achievement for students with special needs. This article will delineate the types of supports and scaffolds that students with special needs require to be successful in inquiry instruction. It will also provide concrete examples of how these supports have been successfully applied in an inclusive third through fifth grade science approach (i.e. the science writing heuristic). (Contains 1 note and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10