Fun with Science

Objectives:

This module is designed to help Science classroom teacher in using teaching strategies that serve all students. The objectives of this module are:

1) to instill in every teacher the patience, optimism, and generosity to bring out the best in his/her students

2) to instill a commitment to make every child feel important and appreciated

3) to provide suggestions and ideas to assist any teacher seeking ideas in science teaching

4) to provide inclusive strategies and teaching techniques so that every child is involved.

Background:

Over the years many suggestions and recommendations have been done to include each and every child in classroom learning. But are general classroom teachers better educated to serve students with special needs today? Do our teacher preparation programs provide more than an awareness of types and characteristics of exceptionalism? Do teachers entering the profession receive adequate preparation on assistance, training, and services to meet the needs of all exceptional learners, and are these services even available in our schools?

A first and foremost preparation challenge is to familiarize Science educators and practicing science teachers with educational practices that will allow students with difficulties an opportunity to experience a program in science that is challenging and rewarding commensurate with their capabilities. Professional educators must develop proficiency in: 1) how to provide access to knowledge in all aspects of the curriculum; and 2) how to make appropriate adaptations in curriculum content, teaching materials, physical settings, instructional strategies, and assessment instruments for students with disabilities. The challenge to educators is not only to improve teaching, but also to put in place mechanisms that elicit participation and responsibility on the part of the students. This must be characterized by clear vision and coordinated, consistent, and purposeful actions (Stefanich, 1994).

This module has been developed keeping in mind the above objectives and background to address the need of Children (Class 6 and 7) with Specific learning disabilities and the activities are designed to address them accordingly. Specific Suggestions and adaptations have been listed here to provide teachers with general guidelines to engage these children and include them in the teaching -learning process effectively specifically in Science teaching.

General Adaptations that Teachers can make:

1. Vocabulary: Simplify language, preteach vocabulary, use mnemonics, use picture clues,implement peer tutoring, and evaluate which vocabulary is essential.

2. Instructional Delivery: Modify rate and how material is presented, include visual organizers, present concrete examples, preteach prerequisite information, provide additional application activities, use a variety of instructional strategies, provide advanced organizers, use cooperative learning groups, integrate other content areas into science, shorten lessons, and provide structure. Use effective instructional strategies. Teachers can implement the effective teaching strategies known as "SCREAM." This is an acronym for structure, clarity, redundancy, enthusiasm, appropriate pace, and maximized engagement. Teachers can also use strategies such as cooperative groups, mnemonics (for vocabulary acquisition), and student self-monitoring to create an inclusive science environment.

3. Text: Provide graphic organizers and framed outlines, highlight important vocabulary and key concepts, implement partner reading, provide tape recorded readings of text selections, and use trade books at various reading levels.

4. Materials: Provide multi-textured materials, concrete models, materials that are easily manipulated and large enough for small hands, materials that can be taken apart and reassembled, manipulative for linear measurement, and materials that can be felt or heard when solutions are stirred or shaken.

5. Assessment: Provide authentic and performance-based assessment that can be easily linked to scientific processes, allow for multiple opportunities to demonstrate acquired knowledge and skills, implement portfolio assessment, teach test-taking skills and study techniques. Implementing performance assessment instead of paper-pencil tests often provides a more viable option for students with disabilities. Performance-based assessment can be directly linked to the scientific processes. This type of assessment allows students to demonstrate the skills and knowledge they have acquired during instruction.

Accomodations with respect to specific difficulties:

A child who has difficulty...	May benefit from these recommendations...
following multiple step instructions	Simplify, repeat, or clarify directions; call attention to keywords in directions; have student repeat or paraphrase directions
understanding concepts	Provide additional activities (which accommodate for multi-sensory learning styles) and which help to clarify content information; extend background information
with organization of materials, thoughts, data	Provide charts and graphs which might help to organize collected data reading and comprehending material
Reading and comprehending material	Extend background information; provide audio tapes, outlines, and/orstudy guides of reading material
with language and/or vocabulary	Suggest advanced organizers which help students focus on necessary vocabulary or help them utilize previous knowledge; reduce content information and vocabulary required to critical items only
recalling and communicating information learned	Provide mnemonics to aid in prompting memory of concepts taught; provide additional review (in game format to motivate)
applying math concepts	Limit math skills required to functional concepts only; allow use ofcalculator
completing tasks on time	Provide additional reminders of due times/dates; help students organize tasks by setting small goals leading to accomplishment of task
stayingin seat, focusing on task	Organize activities into smaller chunks, limiting the number of materials in front of a student and limiting the number of multi-step procedures to follow
hearing	Allow preferential seating, outlines of information provided in class,and visual cues from teacher to signal key events such as class transitions
with vision	Provide alternative procedures which allow for greater use of the other senses - especially the sense of touch
performing gross and fine motor tasks	Provide for use of additional or alternative materials which are increased in size, are of lighter weight, do not require fine motor skills, or provide greater safety