Ramps, Balls, and Measuring Distance--For All

Autor/inn/en	Miller, Bridget; Satsangi, Rajiv
Titel	Ramps, Balls, and Measuring Distance--For All
Quelle	In: Science and Children, 55 (2018) 5, S.48-53 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Science Instruction; Grade 2; Rural Schools; Elementary School Teachers; Elementary School Students; Elementary School Science; Teaching Methods; Disabilities; Individualized Education Programs; Student Needs; Cognitive Style; Physical Disabilities; Inclusion; Physics; Motion; Academic Accommodations (Disabilities); Measurement + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 02; 2. Schuljahr; Schuljahr 02; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Handicap; Behinderung; Individualized education program; Individualisierendes Lernen; Cognitive styles; Kognitiver Stil; Physical handicap; Körperbehinderung; Inklusion; Physik; Bewegungsablauf; Messverfahren
Abstract	Today's classrooms contain students with a variety of needs. Although teachers work to differentiate and meet the needs of diverse students, inclusion of students with physical disabilities can present multiple obstacles in science classrooms. However, with advanced planning and strategic accommodations, the needs of these students can often be met in a manner that emphasizes inclusion and independence. This article describes how one second-grade teacher in a rural school district accommodated two students in her class with physical disabilities during an activity on forces and motion. Both of the students had Individual Education Programs (IEP) in place. After carefully reading through the IEPs, accommodations and modifications the IEP team recommended for each student were identified. To begin the process, the teacher turned to the research based principles of Universal Design for Learning (Basham and Marino 2013) to guide her alterations to the lesson. Universal Design for Learning is an educational framework based on cognitive neuroscience that emphasizes flexible learning environments for students in the classroom, with the goal of accommodating individual learning styles and differences. Additional strategies are discussed for providing classroom supports to students with three types of physical disabilities are also suggested. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01