‘Finson, Ormsbee, and Jensen offer excellent instructional variations and assessment alternatives for students with learning disabilities and behavior disorders. The book also provides practical guidance for teachers on ways to make science lessons accessible to all students.’
—Greg P. Stefanich, Professor
University of Northern Iowa
Field-tested strategies for teaching science to students with special needs
Teachers are required to provide appropriate science instruction to all students, including children with special needs. However, educators are often left on their own to figure out how to effectively differentiate lessons and activities. Help is here! This timely, practical guidebook shows general and special educators how to retool science activities and assessments for students with special needs—including those of ADD, ADHD, and autism spectrum disorders. The authors cover a broad range of topics in an orderly, concise fashion, including:
- National and state requirements for student learning and science literacy
- Pedagogical strategies for collaborative learning groups, self-paced learning centers, literature circles, and team projects
- Grade-appropriate ways to revise science activities and assessments for biology, earth science, and physical science lessons
- Step-by-step instructions for using rubrics for evaluation, revision, and assessment
- Information on teacher collaboration and specific disabilities
Also included are vignettes and checklists to assist teachers in bridging the gap between science and special education instruction and assessment. By adjusting the content, teaching critical thinking, and providing a variety of ways for learners to demonstrate their knowledge, you will give all students the chance to achieve academic success in science.
Tabla de materias
Acknowledgments
About the Authors
Introduction
1. Collaborating to Teach Students With Mild to Moderate Disabilities in the Inclusion Classroom
2. Addressing Specific Learning Difficulties
3. Suggestions for Revising Science Activities and Assessments
4. Revising Science Activities
5. Revising Science Assessments
6. Developing and Using Rubrics to Evaluate Student Performance
Resource: Science Literacy, Standards, and State Goals
References
Index
Sobre el autor
Dr. Mary Jensen has been a professor of Special Education at Western Illinois University (WIU) in Macomb, IL since 1990. She teaches college students to be outstanding special education teachers for students with mild to moderate disabilities. The special education courses she teaches are related to behavior management methods and characteristics and teaching methods for students with mild to moderate disabilities. Dr. Jensen’s past experience includes teaching special education students in the elementary grades in public school and high school students in residential treatment. Dr. Jensen has been honored to receive the Outstanding Teacher award at WIU in 1993 and 2006. In 2008, she won the Teaching with Technology Award and the WIU Provost’s Award for Teaching with Technology. In 2009 and 2010, Dr. Jensen was a recipient of the WIU Honoring our Professors of Excellence (HOPE) Award Dr. Jensen makes presentations for professional development at schools, conferences, and for other organizations on a variety of special education topics for teachers and parents. Topics include proactive and positive behavior management methods, differentiated instruction methods, ADHD, social skills, and bully behavior. The programs focus on practical yeaching and management skills and content that will help students with mild to moderate disabilities increase academic achievement and improve social skills and behavior.
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