Special Education in the Science Classroom

Paper Summary:

In this article, the writer reviews the initial negative results of science education since the inclusion of special education students in the classroom. Further, the writer looks at what lessons have been learned and can be applied to the management of similar situations in the future. The writer maintains that science, whether taught to general classrooms or special education classrooms has a unique capacity, when taught through the method of inquiry to advance the knowledge and cognition of the student with each level of learning. The writer notes that as the student becomes adept at each level of learning and advances to the next level, the student's knowledge increases, but in addition the student's capacity for learning grows. The writer notes that 'Bloom's Taxonomy' sets out a specific guide that may be effectively used by the science teacher in the special education classroom or in the general classroom that is characterized by inclusion.

Outline:
Objective
Introduction
Complex Pedagogical Content Knowledge Required
Bloom's Taxonomy in Scientific Inquiry
Tools & Methods to Assist Scientific Inquiry
The Scientific Inquiry Model
Summary and Conclusion

From the Paper:

"In the area of planning students ask questions and then make decisions how to search out the answers to those questions. Students use first-hand experience and simple information sources for locating answers to these questions and as well enter a thought process about the results of decisions and learn to make comparisons. In obtaining and presenting evidence the students learn to follow instructions in the lab in order to avoid risks to themselves and others and make exploration through use of the senses of sight, hearing, smell, touch, and taste as appropriate while making observations and recording those observations and measurements. Finally, students communicate their observations and findings through use of speech and writing, drawing, tables, graphs and pictures. In the application of consideration of the evidence and making evaluations, comparisons are made by students and patterns and associations are identified. Also, students make a review of their own work and go on to explain their work to other students."

Sample of Sources Used:

• Building Bridges Between Science and Special Education: Inclusion in the Science Classroom. Electronic Journal of Science Education Vol. 4 No. 3 March 2000. Online available at: http://ejse.southwestern.edu/original%20site/manuscripts/v4n3/issue.html
• Bloom's Taxonomy (nd) Online available at: http://www.officeport.com/edu/blooms.htm
• Primary Science (2003) No. 202. Parliamentary Office of Science and Technology. 2003.
• The National Curriculum (2006) Teaching in England. Online available at http://www.teachernet.gov.uk/teachinginengland/detail.cfm?id=314.
• Friedlander, Brian S. (2004) Changing the Face of Science Education in the Classroom with Technology. Inclusion Times: Technology for Children & Youth with Disabilities. Vol. 12 No. 1 September/October 2004. Online available at: http://www.assistivetek.com/HomeImages/InclusionTimesV12n1.pdf

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