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Science Instruction For Secondary Students With Emotional Or Behavioral Disorders: A Guide For Curriculum Development, Tal Slemrod, Leah Wood, Shelley Hart, William Coleman

Journal of Science Education for Students with Disabilities

This article provides a step-by-step guide for the organization and development of science lessons and units, to support the academic and behavioral performance of secondary students with challenges with related disabilities. This clinical practice guide provides a process for curriculum development for students with emotional or behavior disorders (EBD) in the science classroom. Steps include recommendations, goals, and examples for administrators and educators to discover appropriate plans and interventions to promote engagement and learning, including supporting success on State mandated High Stakes Assessments.

Teaching Science Through Inquiry Based Field Experiences Using Orientation And Mobility, Danene K. Fast, Tiffany A. Wild

Journal of Science Education for Students with Disabilities

Instruction in science can be difficult for students with visual impairments due to the use of visual instruction that is often used for conceptual understanding. Pedagogical approaches to teaching science continue to evolve, with inquiry-based science instruction as a primary instructional method used in current classrooms.

In teaching students with visual impairments, inquiry is a strategy that has been traditionally been used in orientation and mobility (O&M) instruction, in an effort to teach students with vision loss to explore and make conclusions about their environments through the use of all senses.

The purpose of this review is to outline how …

Elementary Students’ Attitudes Toward Social Studies, Math, And Science: An Analysis With The Emphasis On Social Studies, Sahin Dundar, Anatoli Rapoport

The Councilor: A National Journal of the Social Studies

The purpose of the study was to compare upper elementary students' attitudes towards social studies, science, math, and to find out whether there si a significant difference between 4th and 5th grade students' attitudes towards social studies. The participants of the study were 4th and 5th grades students (n=348) from three elementary schools in a Midwestern state. Results showed that students held less positive attitudes towards social studies than science and mathematics, and fourth graders hold more positive attitues toward social studies than fifth graders.