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Full-Text Articles in Education
Signs Of Autonomy: Facilitating Independence And Inquiry In Deaf Science Classrooms, Sami Kahn, Allan Feldman, Michele L. Cooke
Signs Of Autonomy: Facilitating Independence And Inquiry In Deaf Science Classrooms, Sami Kahn, Allan Feldman, Michele L. Cooke
Journal of Science Education for Students with Disabilities
Deaf and hard of hearing (DHH) persons are underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One of the major barriers to STEM careers is DHH students’ extremely low college graduation rates. While social and literacy barriers play a critical role in this phenomenon, student autonomy has also been cited as a major contributor. DHH students have been characterized as dependent learners, a learning style possibly reinforced by reliance on adults for disproportionate amounts of information, as well as a tendency of deaf educators to teach in highly structured, explicit manners. Dependent learning styles can impede autonomy …
Paraeducators Transition From Silent Partners To Collaborators With Science Teachers In Urban Middle Schools, Kimberly Staples Ph.D.
Paraeducators Transition From Silent Partners To Collaborators With Science Teachers In Urban Middle Schools, Kimberly Staples Ph.D.
Journal of Science Education for Students with Disabilities
Within middle school classrooms a diverse body of students require specialized instruction and science teachers with unique abilities to implement a reform-based science curriculum. To achieve the goal of success for all, students who are English language leaners and with exceptionalities, such as learning disabilities, and emotional and behavioral disorders, are often assigned paraeducators to support science learning. However, professional development often focuses on immersing paraeducators through a broad model of curricular modifications and general support strategies. This study reports findings of a three-year professional development project for middle level science teachers and paraeducators designed to increase science conceptual understanding …
The Next Generation Laboratory Interface For Students With Blindness Or Low Vision In The Science Laboratory, Cary A. Supalo
The Next Generation Laboratory Interface For Students With Blindness Or Low Vision In The Science Laboratory, Cary A. Supalo
Journal of Science Education for Students with Disabilities
Entry into science education for students with blindness or low vision can present economic and technological barriers to access. This manuscript discusses funding hands-on student experiences in middle school, high school, and post-secondary education. Further, the use of access technologies recently developed for science education is also presented. Partnerships between access technology companies that are committed to working together make access more possible than ever before. The shift from the Director Assisted Approach to independent data collection in a hands-on way to promote interest in Science, Technology, Engineering, and Mathematics (STEM) careers is discussed.
School Actvities In Natural Sciences For Students With Special Needs In Bulgaria, M. Zamfirov, Sv. Saeva
School Actvities In Natural Sciences For Students With Special Needs In Bulgaria, M. Zamfirov, Sv. Saeva
Journal of Science Education for Students with Disabilities
This study discusses the influence of classroom activities in the mainstream schools and special schools in Bulgaria. The study presents classroom activities related to the school subject Human and Nature. This school subject is part of the curriculum both at special and at mainstream schools. There are detailed explanations and descriptions as well as concrete methodological directions for each classroom activity. Some photographs are included in the text in order to achieve better visualization of the classroom activities described. The developed classroom activities in Natural Sciences for students with special needs, are just a small step in the understanding of …
Solving Word Problems: As Easy As Pies!, Mary Jane Heater, Lori A. Howard, Ed Linz
Solving Word Problems: As Easy As Pies!, Mary Jane Heater, Lori A. Howard, Ed Linz
Journal of Science Education for Students with Disabilities
Many students are challenged when tasked to complete a word problem. While they may know the procedural steps to solve an equation, translating a word problem into an appropriate equation and producing a solution may often cause students to become confused or unwilling to try. This article provides a potential solution for teachers by discussing the use of a simple mnemonic tool to help organize the process. Mnemonics are a useful and effective strategy to help students with learning disabilities remember information and process steps. In the strategy presented, the mnemonic PIES is used to describe a 4-step process for …
Teacher Perceptions Regarding Teaching And Learning Of Seasonal Change Concepts Of Middle School Students With Visual Impairments, Tiffany A. Wild
Teacher Perceptions Regarding Teaching And Learning Of Seasonal Change Concepts Of Middle School Students With Visual Impairments, Tiffany A. Wild
Journal of Science Education for Students with Disabilities
This study examines two classroom teachers’ of students with visual impairments perceptions of middle school students with visual impairments learning of seasonal change and the teaching methods used in their classrooms. These perceptions were compared to data that documented student learning of the science content of seasonal change. The first teacher taught seasonal change concepts to middle school students with visual impairments using traditional instruction methodologies. The second teacher taught the same concepts using inquiry-based methodologies. Both classroom teachers were interviewed in order to probe their thinking about their classroom practices and the strategies they used. Upon completion of the …
Students With Blindness Explore Chemistry At ‘Camp Can Do’, Cary A. Supalo, H. David Wohlers, Jennifer R. Humphrey
Students With Blindness Explore Chemistry At ‘Camp Can Do’, Cary A. Supalo, H. David Wohlers, Jennifer R. Humphrey
Journal of Science Education for Students with Disabilities
Students with blindness or low vision are often discouraged from full participation in laboratory science classes due to the inadequacy of current methodological approaches and the lack of sophisticated adaptive technologies. Consequently, these students rarely go on to pursue advanced studies and employment in the sciences. In response to his own frustrations as a scientist with blindness, Supalo conceived, co-founded, and managed the Independent Laboratory Access for the Blind (ILAB) project for his doctoral research in chemistry. Numerous multisensory tools, technologies, and methodologies for teaching the sciences to students with visual impairments were developed and evaluated by the ILAB team. …
A Program Like Any Other…Like None Other: Sustaining A Laboratory Science Technology Program For Deaf And Hard-Of-Hearing Students, Todd Pagano, Annemarie D. Ross
A Program Like Any Other…Like None Other: Sustaining A Laboratory Science Technology Program For Deaf And Hard-Of-Hearing Students, Todd Pagano, Annemarie D. Ross
Journal of Science Education for Students with Disabilities
A goal of the Laboratory Science Technology program at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, is to produce graduates with strong foundations in applied science, hands-on laboratory applications, and “soft skills” necessary for competitive employment as laboratory technicians. Graduates of the program earn Associate degrees, and if qualified, transition to related baccalaureate programs. Those who finish either an Associates of Occupational Science or Associates of Applied Science degree programs tend to go to work in the chemical, biological, biotechnology, pharmaceutical, environmental, forensic, industrial, and food analysis fields. At first glance, the LST …
Using An Inquiry-Based Teaching Approach To Improve Science Outcomes For Students With Disabilities: Snapshot And Longitudinal Data, Jonte Taylor, William J. Therrien, Erica Rochelle Kaldenberg, Sarah J. Watt, Niphon Chanlen, Brian Hand
Using An Inquiry-Based Teaching Approach To Improve Science Outcomes For Students With Disabilities: Snapshot And Longitudinal Data, Jonte Taylor, William J. Therrien, Erica Rochelle Kaldenberg, Sarah J. Watt, Niphon Chanlen, Brian Hand
Journal of Science Education for Students with Disabilities
Poor science achievement has been an educational issue for a number of years. Students with disabilities have traditionally fared worse. Research suggests that students with disabilities may respond better to instruction using an inquiry-based approach vs. traditional textbook instruction when measuring science achievement on standardized measures. The researchers report achievement data on the Iowa Test of Basic Skills from a target school district for students Individualized Education Program’s (IEP) and non-IEP students, as well as students with IEP’s at the state level. Using an argument-based inquiry approach to science instruction called the Science Writing Heuristic (SWH); the researchers report data …
Ambiguity And Inconsistencies In Mathematics Spoken In The Classroom: The Need For Teacher Training And Rules For Communication Of Mathematics, M.D. Isaacson, S. Srinivasan, Lyle Lloyd
Ambiguity And Inconsistencies In Mathematics Spoken In The Classroom: The Need For Teacher Training And Rules For Communication Of Mathematics, M.D. Isaacson, S. Srinivasan, Lyle Lloyd
Journal of Science Education for Students with Disabilities
Mathematics has the potential for being spoken ambiguously. This is problematic for many students, in particular those who have disabilities that inhibit processing of printed material. This paper documents the magnitude of potential ambiguity arising from textbooks and provides a measure of the degree to which potential ambiguity is actualized through teachers’ speech. Inconsistency among teachers in speaking mathematics is also documented. Evidence is provided that teachers are not adequately aware of ambiguity in speaking mathematics and that they believe that they should have training regarding ambiguity in communication of mathematics and how to speak mathematics non-ambiguously.