Article 1 special needs

http://www.designastudy.com/teaching/tips-111204.html

Strategies for Teaching Kids with Special
Needs
Kathryn L. Stout, B.S.Ed., M.Ed.
Published: November/December 2004
E-mail to yourself
Although every child is unique and specific needs vary, there are a number of
recommendations I find myself making to almost all of the homeschooling families I
work with who homeschool children with special needs. Hopefully, they will prove helpful
to you as well.
The Environment:
Children struggling with learning often compare themselves with others and, so, may be
easily offended and discouraged. Therefore, it is especially important that there be a
calm, blame-free environment. To that end:
1. Establish a routine based on events, not time, (e.g. breakfast, devotions, schoolwork,
lunch, etc.). Knowing what to expectwhat comes nexthas a calming effect.

2. Provide a work area that is quiet and free from distractions. This may require a
cardboard carrel, use of ear plugs, scheduling work that requires concentration when
other children are napping, being supervised in another room, or attending activities
outside the home. Obviously, no sounds from a radio or television should hum in the
background.

3. Organize the home. The child should be able to find what he needs without asking or
hunting. He should be trained to put things back, obviously, to maintain order. If its not
possible to keep the entire house in order, at least keep his work area uncluttered, and
arranged for easy access to most frequently used items. This type of organization allows
children to work more independently, reduces distractions (searching for an item can
lead to all sorts of misadventures), and reduces disruptive shouting, whether its a
frustrated, What are you doing now? or simply, Who knows where the scissors are?

4. Patiently allow the child as much time as needed to process whatever you are teaching
him. You may need to slow down if you are used to speaking quickly. Relax while you
wait for him to answer. Dont let him feel rushed. Imagine the mind as a computer
some take more time to bring up a file than others. Some brains require more time to
make all the connections in order to understand what was asked and to then pull
together all thats required to give an answer. One of the greatest sources of
discouragement comes from finally getting the answer only to discover the teacher
move on to the next question. The great advantage of homeschooling is being given the
time to be the one to respond correctly.

5. Use a positive approach in teaching and in the feedback you offer while he works. For
example, instead of, I told you to stay on the line, try, You managed to keep the c
on the line, good. Now try to do that with the letter a. Your voice, body language, and
words all create either a sense of calming encouragement, or of impatience that leads to
his discouragement.

6. Explain rules and consequences clearly. Then carry out discipline calmly and
consistently. Dont engage in heated debates. This matter-of-fact manner keeps a
neutral environment, which is calming even when he is protesting. If you dont allow
yourself to be drawn into his frustration, and reinforce the boundaries established, you
will be providing him with a sense of security. This is especially important for children
with ADD. Because they frequently lack an inner sense of structure, they find security in
knowing the outward boundaries. However, you can expect all children to challenge the
rules and protest the consequences, without appreciating your efforts until they are
parents themselves. Stand firmcalmly.
Planning the Schedule:
1. Each day provide an opportunity for the child to engage in something he enjoys or does
well. This offers a necessary balance to his struggles in areas of weakness.

2. Emphasize spiritual training and the development of your childs own relationship with
the Lord. He must have a sense that God loves him and made him for a purposethat
he has a destinyin order to persevere. Remember, he battles every day in areas that
come quickly or easily to others. He not only needs the spiritual strengthening, but the
development of the habit of seeking God as his strength. Therefore, devotions or church
activities should be part of his daily schedule.

3. While your plans will include long-range goals, only communicate the small goals within
your childs reach. Stretch him a bit, but be sensitive to what is too challenging. Break
tasks into small steps, telling him only the first step. Once he accomplishes that, tell
him the next. That way he is not overwhelmed and will have the experience of repeated
successes, not one overwhelming failure.

4. Vary tasks so that he is not using the same type of focus or the same muscles so long
that he becomes overly fatigued or discouraged. If he has been reading history, dont
have him begin reading his literature assignment. Instead, have him do something
physical, watch a video, or participate in a discussion. Dont follow a drawing lesson with
something requiring lots of handwriting, since both involve the same fine motor
muscles. (Note: Teach cursive or italic handwriting instead of manuscriptprinting
since its ultimately less frustrating.)

5. Plan daily exercise breaks. Exercise helps concentration as well as the development of
coordination. Frequently, children with special needs attend occupational or physical
therapy. Those types of activities can be carried on at home during breaks as
reinforcement. Some children do well alternating between 10-20 minute work periods
with 5-10 minute of exercise. Others can handle 60 to 90 minutes of instruction followed
by a 10-15 minute break. Experiment to find out the best routine for your situation.
Teaching Strategies:
1. Use simple commands with as few words as possible, having the child then carry out
that instruction. Follow this with the next brief command. Too much verbiage is often
overwhelming for a child with learning disabilities or ADD. He is likely to remember only
the first few words spoken, if that, when given a lengthy explanation preceding an
assignment.

2. Demonstrate chores or tasks rather than relying on verbal explanations alone.

3. Use concrete materials, manipulatives, experiments, and charts to aid instruction.

4. Include practical applications of academics regularly, including life-skill tasks: measure
ingredients in a recipe, determine the number of gallons of paint needed to paint his
bedroom, read the map at the shopping mall and navigate to the store of his choice,
etc.

5. Use a multi-sensory approach to introduce or practice a concept rather than limiting
instruction to whatever appears to be the childs learning stylevisual, auditory, or
kinesthetic. Studies of the brain suggest that the more senses and variety involved in
learning something, the more avenues a person has for retrieving that information.

6. Keep in mind, you will probably spend a great deal more time feeding him information
showing him examples, making explanationsbefore he is able to understand than with
a child without a learning disability. Therefore, plan to stay with him or nearby in order
to provide immediate feedback when his attempts are incorrect. Show him again, so
that he doesnt end up with a wrong habit that will have to be remedied later.

7. Expect to spend a great deal of time on repetition and practice before mastery is
achieved. Short, intense, and frequent practices tend to be more productive than longer
practices scattered throughout the week. A few minutes several times a day could be
spent on various drills of phonics or math fact practice, with a longer lesson scheduled
for the next level in phonic instruction, or a different topic altogether in math. Some
children have better results with rote memory if physical exercise is combined with
recitationbouncing a ball while reciting math facts, for instance.

8. Dont require mastery of everything. Some areas should have simple exposure as a goal
so that the student isnt under too much stress. You may decide to let him merely
experience something now with the plan of building understanding in the future, or
exposure may remain your long-range goal.
There are numerous books, including Teaching Tips & Techniques, as well as websites
that offer teaching strategies and resources helpful for special needs. This list offers a
few basics, a place to begin. I pray God will guide you as you continue to look for ways
to train up your child in the way he should go.




Article 2 special needs
https://www.teachervision.com/special-education/new-
teacher/48460.html?page=2
Teaching Students with Special Needs

It is inevitable that you will have the opportunity (and pleasure) of working with special needs students
in your classroom. You may need to make accommodations for some and modifications for others.
Providing for the needs of special education students will certainly be one of your greatest challenges
as a professional educator. Consider these tips and strategies.
Students with Learning Disabilities
Learning disabled students are those who demonstrate a significant discrepancy, which is not the
result of some other handicap, between academic achievement and intellectual abilities in one or
more of the areas of oral expression, listening comprehension, written expression, basic reading
skills, reading comprehension, mathematical calculation, mathematics reasoning, or spelling.
Following is a list of some of the common indicators of learning disabled students. These traits are
usually not isolated ones; rather, they appear in varying degrees and amounts in most learning
disabled students. A learning disabled student
Has poor auditory memoryboth short term and long term.
Has a low tolerance level and a high frustration level.
Has a weak or poor self-esteem.
Is easily distractible.
Finds it difficult, if not impossible, to stay on task for extended periods of time.
Is spontaneous in expression; often cannot control emotions.
Is easily confused.
Is verbally demanding.
Has some difficulty in working with others in small or large group settings.
Has difficulty in following complicated directions or remembering directions for extended periods of time.
Has coordination problems with both large and small muscle groups.
Has inflexibility of thought; is difficult to persuade otherwise.
Has poor handwriting skills.
Has a poor concept of time.
Teaching learning disabled youngsters will present you with some unique and distinctive challenges.
Not only will these students demand more of your time and patience; so, too, will they require
specialized instructional strategies in a structured environment that supports and enhances their
learning potential. It is important to remember that learning disabled students are not students who
are incapacitated or unable to learn; rather, they need differentiated instruction tailored to their
distinctive learning abilities. Use these appropriate strategies with learning disabled students:
Provide oral instruction for students with reading disabilities. Present tests and reading materials in an
oral format so the assessment is not unduly influenced by lack of reading ability.
Provide learning disabled students with frequent progress checks. Let them know how well they are
progressing toward an individual or class goal.
Give immediate feedback to learning disabled students. They need to see quickly the relationship
between what was taught and what was learned.
Make activities concise and short, whenever possible. Long, drawn-out projects are particularly
frustrating for a learning disabled child.
Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever possible,
provide them with concrete objects and eventsitems they can touch, hear, smell, etc.
Learning disabled students need and should get lots of specific praise. Instead of just saying, You did
well, or I like your work, be sure you provide specific praising comments that link the activity directly
with the recognition; for example, I was particularly pleased by the way in which you organized the rock
collection for Karin and Miranda.
When necessary, plan to repeat instructions or offer information in both written and verbal formats.
Again, it is vitally necessary that learning disabled children utilize as many of their sensory modalities as
possible.
Encourage cooperative learning activities (see Teaching with Cooperative Learning) when
possible. Invite students of varying abilities to work together on a specific project or toward a common
goal. Create an atmosphere in which a true community of learners is facilitated and enhanced.

Students Who Have Higher Ability
Students of high ability, often referred to as gifted students, present a unique challenge to teachers.
They are often the first ones done with an assignment or those who continually ask for more creative
and interesting work. They need exciting activities and energizing projects that offer a creative
curriculum within the framework of the regular classroom program.
Characteristics of Gifted Students
Gifted students exhibit several common characteristics, as outlined in the following list. As in the case
of learning disabled students, giftedness usually means a combination of factors in varying degrees
and amounts. A gifted student
Has a high level of curiosity.
Has a well-developed imagination.
Often gives uncommon responses to common queries.
Can remember and retain a great deal of information.
Can not only pose original solutions to common problems but can also pose original problems, too.
Has the ability to concentrate on a problem or issue for extended periods of time.
Is capable of comprehending complex concepts.
Is well organized.
Is excited about learning new facts and concepts.
Is often an independent learner.
Teaching Gifted Students
If there's one constant about gifted students it's the fact that they're full of questions (and full of
answers). They're also imbued with a sense of inquisitiveness. Providing for their instructional needs
is not an easy task and will certainly extend you to the full limits of your own creativity and
inventiveness. Keep some of these instructional strategies in mind:
Allow gifted students to design and follow through on self-initiated projects. Have them pursue questions
of their own choosing.
Provide gifted students with lots of open-ended activitiesactivities for which there are no right or wrong
answers or any preconceived notions.
Keep the emphasis on divergent thinkinghelping gifted students focus on many possibilities rather
than any set of predetermined answers.
Provide opportunities for gifted youngsters to engage in active problem-solving. Be sure the problems
assigned are not those for which you have already established appropriate answers but rather those
that will allow gifted students to arrive at their own conclusions.
Encourage gifted students to take on leadership roles that enhance portions of the classroom program
(Note: gifted students are often socially immature.)
Provide numerous opportunities for gifted students to read extensively about subjects that interest them.
Work closely with the school librarian and public librarian to select and provide trade books in keeping
with students' interests.
Provide numerous long-term and ex-tended activities that allow gifted students the opportunity to
engage in a learning project over an extended period of time.
Students Who Have Hearing Impairments
Hearing impairment may range from mildly impaired to total deafness. Although it is unlikely that you
will have any deaf students in your classroom, it is quite possible that you will have one or more who
will need to wear one or two hearing aids. Here are some teaching strategies:
Provide written or pictorial directions.
Physically act out the steps for an activity. You or one of the other students in the class can do this.
Seat a hearing impaired child in the front of the classroom and in a place where he or she has a good
field of vision of both you and the chalkboard.
Many hearing impaired youngsters have been taught to read lips. When addressing the class, be sure to
enunciate your words (but don't overdo it) and look directly at the hearing impaired student or in his or
her general direction.
Provide a variety of multisensory experiences for students. Allow students to capitalize on their other
learning modalities.
It may be necessary to wait longer than usual for a response from a hearing impaired student. Be
patient
.
Whenever possible, use lots of concrete objects such as models, diagrams, realia, samples, and the
like. Try to demonstrate what you are saying by using touchable items.
Students Who Have Visual Impairments
All students exhibit different levels of visual acuity. However, it is quite likely that you will have
students whose vision is severely hampered or restricted. These students may need to wear special
glasses and require the use of special equipment. Although it is unlikely that you will have a blind
student in your classroom, it is conceivable that you will need to provide a modified instructional plan
for visually limited students. Consider these tips:
Tape-record portions of textbooks, trade books, and other printed materials so students can listen (with
earphones) to an oral presentation of necessary material.
When using the chalkboard, use white chalk and bold lines. Also, be sure to say out loud whatever you
write on the chalkboard.
As with hearing impaired student, it is important to seat the visually impaired student close to the main
instructional area.
Provide clear oral instructions.
Be aware of any terminology you may use that would demand visual acuity the student is not capable of.
For example, phrases such as over there and like that one would be inappropriate.
Partner the student with other students who can assist or help.
Students Who Have Physical Impairments
Physically challenged students include those who require the aid of a wheelchair, canes, walkers,
braces, crutches, or other physical aids for getting around. As with other impairments, these
youngsters' exceptionalities may range from severe to mild and may be the result of one or more
factors. What is of primary importance is the fact that these students are no different intellectually than
the more mobile students in your classroom. Here are some techniques to remember:
Be sure there is adequate access to all parts of the classroom. Keep aisles between desks clear, and
provide sufficient space around demonstration tables and other apparatus for physically disabled
students to maneuver.
Encourage students to participate in all activities to the fullest extent possible.
Establish a rotating series of helpers to assist any physically disabled students in moving about the
room. Students often enjoy this responsibility and the opportunity to assist whenever necessary.
Focus on the intellectual investment in an activity. That is, help the child use his or her problem-solving
abilities and thinking skills in completing an assignment without regard to his or her ability to get to an
area that requires object manipulation.
When designing an activity or constructing necessary equipment, be on the lookout for alternative
methods of display, manipulation, or presentation.
Physically impaired students will, quite naturally, be frustrated at not being able to do everything the
other students can accomplish. Be sure to take some time periodically to talk with those students and
help them get their feelings and/or frustrations out in the open. Help the child understand that those
feelings are natural but also that they need to be discussed periodically.
Students Who Have Emotional Problems
Students with emotional problems are those who demonstrate an inability to build or maintain
satisfactory interpersonal relationships, develop physical symptoms or fears associated with personal
or school problems, exhibit a pervasive mood of unhappiness under normal circumstances, or show
inappropriate types of behavior under normal circumstances.
Although you will certainly not be expected to remediate all the emotional difficulties of students, you
need to understand that you can and do have a positive impact on students' ability to seek solutions
and work in concert with those trying to help them. Here are some guidelines for your classroom:
Whenever possible, give the student a sense of responsibility. Put the student in charge of something
(operating an overhead projector, cleaning the classroom aquarium, re-potting a plant), and be sure to
recognize the effort the student put into completing the assigned task.
Provide opportunities for the student to self-select an activity or two he or she would like to pursue
independently. Invite the student to share his or her findings or discoveries with the rest of the class.
Get the student involved in activities with other studentsparticularly those students who can serve as
good role models for the child. It is important that the emotionally disturbed child has opportunities to
interact with fellow students who can provide appropriate behavioral guidelines through their actions.
Discuss appropriate classroom behavior at frequent intervals. Don't expect students to remember in
May all the classroom rules that were established in September. Provide refresher courses on
expected behavior throughout the year.
Emotionally disabled students benefit from a highly structured programone in which the sequence of
activities and procedures is constant and stable. You will certainly want to consider a varied academic
program for all your students, but you will also want to think about an internal structure that provides the
support emotionally impaired youngsters need.
Be sure to seat an emotionally impaired child away from any distractions (highly verbal students,
equipment, tools, etc.).
Whenever possible, keep the activities short and quick. Provide immediate feedback, reinforcement, and
a sufficient amount of praise.
Students Who Have ADHD
Students with Attention-Deficit/Hyperactivity Disorder (ADHD) offer significant and often perplexing
challenges for many teachers. However, it is interesting to note that the IDEA's definition of students
with disabilities does not include students with ADHD. For this reason, ADHD students are not eligible
for services under IDEA unless they fall into other disability categories (hearing impairment, learning
disability, etc.). However, they can receive services under Section 504 of the Rehabilitation Act of
1973.
ADHD students comprise approximately 3 to 5 percent of the school-age population. This may be as
many as 35 million children under the age of 18. Significantly more boys than girls are affected,
although reasons for this difference are not yet clear. Students with ADHD generally have difficulties
with attention, hyperactivity, impulse control, emotional stability, or a combination of those factors.
As you consider this list of signs of ADHD, know that several of these traits must be present in
combination before a diagnosis of ADHD can be made. A student who has ADHD
Has difficulty following directions.
Has difficulty playing quietly.
Talks excessively.
Fidgets or squirms when sitting.
Blurts out things.
Is easily distracted.
Often engages in dangerous play without thinking about the consequences.
Has difficulty awaiting turns.
Interrupts or intrudes.
Doesn't seem to listen.
Has difficulty paying attention.
Has difficulty remaining seated.
Often shifts from one activity to another.
When working with ADHD students in your classroom, keep the following in mind:
Make your instructions brief and clear, and teach one step at a time.
Be sure to make behavioral expectations clear.
Carefully monitor work, especially when students move from one activity to another.
Make frequent eye contact. Interestingly, students in the second row are more focused then those in the
first.
Adjust work time so it matches attention spans. Provide frequent breaks as necessary.
Provide a quiet work area where students can move for better concentration.
Establish and use a secret signal to let students know when they are off task or misbehaving.
Use physical contact (a hand on the shoulder) to focus attention.
Combine both visual and auditory information when giving directions.
Ease transitions by providing cues and warnings.
Teach relaxation techniques for longer work periods or tests.
Each day be sure students have one task they can complete successfully.
Limit the amount of homework.
Whenever possible, break an assignment into manageable segments.
You are not alone when you're working with special needs students. Often specialists, clinicians, and
other experts are available in the school as part of an educational team. Included on the team may be
special education teachers, diagnosticians, parents, social workers, representatives from community
agencies, administrators, and other teachers. By working in concert and sharing ideas, you can
provide a purposeful education plan for each special needs student.


Article 3 special needs
http://www.ericdigests.org/2000-2/science.htm
Author: McCann, Wendy Sherman
Source: ERIC Clearinghouse for Science Mathematics and Environmental Education Columbus OH.
Science Classrooms for Students with Special Needs.
ERIC Digest.
Legal resolutions, concerns of parents, and new research on learning and socialization have
led to widespread efforts to place students with special needs in regular classrooms, a practice
known as "inclusion." According to the report on Women, Minorities, and Persons
with Disabilities in Science and Engineering (1996), approximately 6% of children in the
United States were in federally-supported special educational programs during the 1992-1993
school year, up 1.5% from 15 years earlier. The number of disabled students participating in
regular classrooms has risen by 10% during the last five years (Roach et al., 1997).
The manifestation of particular disabilities varies widely among students with special needs,
but over half of the identified disabilities are learning disabilities. Other disabilities include
speech and language difficulties, mental retardation, and serious emotional difficulties.
Physical disabilities are relatively rare, constituting less than 2% of those identified as
having disabilities (Women, Minorities, and Persons with Disabilities in Science and
Engineering:1996, 1996).
The Consortium on Inclusive Schooling Practices (no date given) has developed a framework
for evaluating state and local policies for inclusion "in an effort to help state and local policy
makers, practitioners, and families determine if the general educational policies of their state
or district support the inclusion of students with disabilities." The Consortium offers six
policy goals: (a) curricula that allow for maximum development of individual students; (b)
measurable, alternative, appropriate assessment practices; (c) accountability for all members
of the educational community; (d) commitment to professional development; (e) sufficient
and responsible funding for programs; and (f) governance structures that allow for central
support of localized control.
EFFECTIVE INCLUSIVE CLIMATES
Rainforth (no date given) asserts that the best strategies for successful inclusion "parallel the best
practices in general education reform and restructuring." She lists interdisciplinary instruction, team
teaching, and block scheduling as the techniques most likely to promote success in meeting the needs
of students with disabilities.
SPECIAL NEEDS AND SCIENCE CLASSES
Science classes provide special needs students with opportunities they may not get anywhere else.
Scruggs and Mastropieri (1994) reported that special education programs often lack the supplies and
equipment necessary for science laboratory work, and special education teachers may not have the
scientific expertise to comfortably teach the subject. It was further noted that "the benefits of concrete,
real-world experiences, opportunities to work effectively in group situations, the excitement of
scientific observation and experimentation, and alternative methods of evaluation" as reasons why
science classes are ideal inclusion situations. Simons and Hepner (1992) add self-esteem for disabled
students and the development of increased empathy, understanding, and leadership potential among
nondisabled students as more reasons to support inclusive science classrooms.
PREPARING THE CLASSROOM
"The [inclusive] instructor must play carpenter, interior designer, and adaptive technician" in the
science classroom and laboratory (Weld, 1990). Experienced teachers indicate that lab benches,
storage spaces, sinks and first aid stations are often not usable by students with physical disabilities.
Because of their limited mobility, these students may also require additional aisle space, both within
classrooms and along any corridors which may be part of emergency escape routes.
Students with disabilities may also require assistive technology. However, Sax et al. (no date
given) reported that assistive technology resources are not always used when they could
benefit students, citing lack of knowledge among teachers in choosing and using such
supplies. They recommend attention to three matters when considering incorporating
assistive technology in the classroom: (a) allow the student, his or her family, and classmates
to help select assistive technology devices; (b) have a specific activity in mind when looking
for a device, rather than simply purchasing an available device and figuring out what to do
with it; and (c) seek help and advice from experts outside the field of education, including
engineers, carpenters, and computer experts.
ADAPTING CURRICULUM AND ASSESSMENT
In general, the strategies involved in adapting the curriculum for an inclusive situation will depend
upon the needs of the individual students in a particular classroom. For example, students with
learning disabilities often benefit from teachers making increased use of summary and pre-
organizational techniques such as providing organizing notebooks, translating complicated directions
or procedures into small blocks of information, handing out copies or outlines of class lecture notes,
or posting weekly assignments in convenient places for students to examine (Simons & Hepner,
1992). Students with physical disabilities may need to sit toward the front of the classroom or develop
special signals to indicate the need for communication.
In science classes, laboratory instruction may need to be significantly modified for students
who have disabilities. As with lesson content, students with learning disabilities may require
more organized information given in smaller increments. Students with physical disabilities,
on the other hand, often require modified equipment or procedures in order to complete
laboratory exercises. Weld (1990) suggested using a "lab buddy" who is paired with a
disabled student, understands the student's limitations, and can work within that framework to
do the lab "with" the disabled student rather than "for" him or her. Braille rulers can be
purchased or made, or instruments that normally have visual output can be modified to have
audio output. For students with hearing difficulties, lab equipment with sound signals can be
wired to include a light or other visible signal as well (Roberts & Bazler, 1993). Microscopes
which do not require small motor skills for fine adjustment can be purchased, or projection
scopes can be used for students with visual impairments (Scruggs & Mastropieri, 1994).
Finally, no student in science class should be exempt from lab safety rules, so teachers may
need to frequently model appropriate safety behavior and give students chances to practice
reacting to staged "crises."
Assessment options for the inclusive classroom should reflect the diverse skills and goals of
students in the class. Jorgensen (1997) suggests using frequent assessment checks to
determine progress, allowing students to demonstrate their learning through varied modes of
expression, and having students complete unit projects which allow for synthesis of
individual strengths and interests with specific content learning.
Again, individual needs will dictate how particular lessons, labs or assessment options may
have to be modified to enable all students to reach their full potential. Taking advantage of a
special education teacher's or parent's expertise about a particular student is often a
productive means of determining what strategies would work well in a given situation (Weld,
1990). Experienced science teachers in inclusive classrooms stress that involving a student's
classmates in devising ways to adapt lessons to individual student needs is often a strikingly
successful process (Richardson, 1994; Weld, 1990). Educational or professional
organizations may also be able to provide access to more specific examples of other teachers'
positive experiences with inclusion in science class.
INCLUSION AND TEACHER ATTITUDE
Nearly three hundred disabled adults were interviewed by the American Institutes for Research and
the American Association for the Advancement of Science, and many of them indicated that some
"critical incident...either encouraged or discouraged them from considering science as an area of
interest or particular discipline they could reasonably pursue." Not surprisingly, teachers were often
the catalyst of this critical incident-the most frequently-cited reason for the disabled interviewees
choosing a career in science was teacher behavior (Weisgerber, 1990). Above and beyond the revised
lesson plans and alternative assessment strategies, perhaps the most critical aspect of involving
disabled students in the classroom is that teachers realize the significance of their attitudes and
expectations toward students with special needs. Such students must know that science is for them,
too. Richardson (1994) expressed this idea another way: "Excusing a special needs student from a
classroom assignment is simply excusing yourself from finding a way for the student to participate in
the assignment."
One problematic attitude is the feeling that addressing the needs of individual students
compromises the notion of "fairness." As Stefanich (1994) pointed out, "At an early
age...students develop a belief system that equal treatment is fair treatment. A utilitarian
view, what is best for the majority is best for everyone, is often a very permeating orientation
in the classroom." However, fairness can also be viewed as treating equals equally and
unequals unequally. All students can participate in some way in the science classroom, even
if it is not the same way. Jorgensen (1997) outlines a successful inclusion strategy which
organizes content around central themes, issues or problems, and allows students to meet
educational objectives in various ways most conducive to individual strengths and needs.
Such a strategy is helpful to and appropriate for every student in the classroom, not just those
with disabilities. To be sure, teaching an inclusive science classroom effectively involves a
commitment to the needs of all students, and all students can benefit from the process.
REFERENCES
Consortium on Inclusive Schooling Practices. A framework for evaluating state and local policies for
inclusion. Consortium on Inclusive Schooling Practices Issue Brief,
http://www.asri.edu/CFSP/brochure/framewrk.htm
Jorgensen, C. M. (1997). Curriculum and its impact on inclusion and the achievement of
students with disabilities. Consortium on Inclusive Schooling Practices Issue Brief,
http://www.asri.edu/CFSP/brochure/curricib.htm
Rainforth, B. Related services supporting inclusion: Congruence of best practices in special
education and school reform. Consortium on Inclusive Schooling Practices Issue Brief,
http://www.asri.edu/CFSP/brochure/related.htm
Richardson, M. (1994). We all learned together. "Science Scope," 17(6), 68-70. [EJ 480 216]
Roach, V., Halvorsen, A., Zeph, L., Giugno, M., & Caruso, M. (1997). Providing accurate
placement data on students with disabilities in general educational settings. Consortium on
Inclusive Schooling Practices Issue Brief, http://www.asri.edu/CFSP/brochure/placeib.htm
Roberts, R. & Bazler, J. A. (1993). Adapting for disabilities: Make your classroom an equal
opportunity environment. "The Science Teacher," 60(1), 22-25. [EJ 469 524]
Sax, C., Pumpian, I., & Fisher, D Assistive technology and inclusion. Consortium on
Inclusive Schooling Practices Issue Brief, http://www.asri.edu/CFSP/brochure/asstech.htm
Scruggs, T. E. & Mastropieri, M. A. (1994). Refocusing microscope activities for special
students. "Science Scope," 17(6), 74-78. [EJ 460 526]
Stefanich, G. (1994). Science educators as active collaborators in meeting the educational
needs of students with disabilities. "Journal of Science Teacher Education," 5(2), 56-65. [EJ
503 968]
Simons, G. & Hepner, N. (1992). The special student in science. "Science Scope," 16(1), 34-
39, 54. [EJ 452 102]
Weisgerber, R. A. (1990). Encouraging scientific talent. "The Science Teacher," 57(8), 38-39.
[EJ 418 949]
Weld, J. D. (1990). Making science accessible: Special students, special needs. "The Science
Teacher," 57(8), 34-38. [EJ 418 948]
Women, Minorities and Persons with Disabilities in Science and Engineering: 1996. (1996).
http://www.nsf.gov/sbe/srs/nsf96311/2student.htm
RESOURCES ON THE WORLD WIDE WEB
ERIC Clearinghouse on Disabilities and Gifted Education
http://www.ced.sped.org/ericec.htm
The National Information Center for Children and Youth with Disabilities
http://www.nichcy.org/
Consortium on Inclusive Schooling Practices http://www.asri.edu/cfsp/brochure/abtcons.htm
Circle of Inclusion http://circleofinclusion.org/

Article 4 special needs
http://www.buzzle.com/articles/teaching-children-with-special-needs.html

TEACHING CHILDREN WITH SPECIAL NEEDS

Teaching children with special needs requires a planned strategy and consistent efforts.
Proper care should be taken to make them feel comfortable during the learning process.

Many experts say that every child is good at something, and the challenge before the
parents and the teachers is to find out what that thing is. Finding out the hidden talents in children
is more essential in case of those, who have some kind of disabilities. Teaching such children can
become easy, if you can identify the qualities in them at the right time. Given below are some tips
and guidelines that you can follow, while dealing with such children.

How to teach them?

Interacting with them

Interacting with children needing special attention is very essential in order to speed up their
learning process. Lack of proper interaction can hamper their learning and progress. So, as a
teacher, you should interact with them in a friendly manner. Also it should be noted that, fulfilling
their needs is possible only through planned strategies.

Encouraging them

In many cases, it has been observed that, such students are not confident enough and have an
inferiority complex. At this point, it is the duty of the teachers to teach them at their level of
understanding. One should totally stop comparing them constantly with other bright students. Few
words of encouragement can help in boosting their morale and confidence. Arranging for special
classes is indeed a good idea. Try to make the sessions as interactive as possible. Illustrate your
point by citing examples, which are relevant and can help them to easily understand the concepts.

Giving opportunities

It is important for you to see to it that, such children get plenty of opportunities to prove
themselves. You should stand by them during their failures to make them feel that, they have the
ability to perform better. Avoid criticizing them for their bad performances in front of other
students. Whenever they do well, you should take notice of their performance, give them suitable
awards, certificates, and prizes to encourage and motivate them. It is only through constant
motivation that these children will succeed in future.

Teaching practical aspects

Apart from classroom teaching, you should also emphasize on practical learning sessions. This is
because, by practical experience, they would be able to learn the concepts well. You can also
arrange for outdoor sessions every week. Keeping a tab on their performance, improvements
shown by them, and their personal inclination is very essential. The teacher should regularly be in
contact with the parents of such children to chalk out plans for their advancement. Personal
hygiene, cleanliness habits, ways of interacting with other people are some basic things, which
must be a part of the program. Telling them what is right and what is wrong will make them a
better person when they grow up. The values learned during childhood will always remain with
them throughout their lives.

There are many examples of great people who had learning disabilities in their childhood, but have
achieved great heights in their respective careers, due to proper guidance and coaching.


Article 5 special needs
http://www.glencoe.com/sec/teachingtoday/subject/special_ed.phtml
Special Education in the Science Classroom:
Strategies for Success
Science Is for All Students
Science classrooms are places of excitement, interest, and inquiry. Students who occupy them are
as diverse in needs, characteristics, and abilities as the myriad of science topics they study. To
overlook this diversity limits and weakens science instruction. Recognizing and adapting to this
diversity multiplies the power of well-planned laboratory experiences and other activities.
The National Education Science Standards is the landmark resource for science
education in the United States. The first principle underlying this road map to
scientific literacy is that science is for all students. Disabilities must not become
barriers to the acquisition of skills and understanding. Throughout their lives,
students will call upon this knowledge to make sound choices, solve problems, and
participate in public discussion about issues relating to science.
Overcoming Obstacles to Success in the Science Classroom
Students with identified disabilities are found in science classrooms in every
school in the nation. What specific techniques benefit special education students in
the science classroom? Strategies designed to increase classroom success for
special education students are based on sound instructional methodology, and thus
have potential benefits for all students.
When integrating the strategies suggested, teachers must remember that the term
"special education" is applied to students having a wide range of disabilities
existing on a continuum from moderate to extreme. Instructors should consider
individual needs and learning preferences when implementing strategies.
Dealing with I ssues Related to Attention
Break large chunks of instruction, particularly experimental procedures, into
small parts. Have students repeat directions in their own words.
Integrate hands-on instruction with traditional methods. Switching to a
different instructional modality can re-focus wandering attention.
Use laboratory time for one-on-one instruction. Speaking with a student
individually is a powerful tool for focusing attention.
Take advantage of the high interest level inherent in science subject matter.
Find ways to integrate topics interesting to students. Encourage expression
of opinion and discussion.
Experiment with music during lab exercises. Students may find that quiet,
classical background music aids concentration.
Consider seating arrangements. There is no "right" seat for a student with a
given disability. An attention-craving student seated in front might prove a
serious distraction to himself and the rest of the class. A student with
difficulty focusing may experience increased success if seated away from
high-traffic areas.
Incorporate body posture changes. Sitting straight up in a chair might not
prove the most effective learning posture, particularly for students with
Attention Deficit Disorder.
Dealing with I ssues Related to I nformation Processing and Communication
Communicate information in multiple formats. Students may process
information more effectively in an oral, visual, or kinesthetic framework.
Write lab procedures in large, legible print. The blackboard or other
communication medium should not be cluttered with irrelevant information.
Coincide verbal directions with demonstration whenever possible.
Procedures like lighting a burner and using a balance must be demonstrated
and practiced for mastery.
Clearly label laboratory equipment. Color coding materials may enhance
identification.
Develop cue cards which outline, in written or pictorial form, major
procedural steps. Prominently display cards in sequential order.
Utilize multiple assessment tools. Students with disabilities may
communicate understanding effectively through presentations,
demonstrations, lab work, and the creation of portfolios.
Dealing with I ssues Related to Organization
Maintain a clean, organized laboratory. Clutter is an additional obstacle for
students already struggling with organization.
Maintain consistent places in the lab for supplies and equipment. Clearly
label these stations.
Establish and constantly reinforce techniques for often-used procedures like
cleaning and returning lab materials, using goggles, and using specific lab
equipment.
Dealing with I ssues Related to Social I nteraction
Create a climate of acceptance by modeling patience and tolerance. Students
must feel comfortable asking questions and expressing opinions in the
science classroom.
Build laboratory and cooperative learning groups carefully. Students with
disabilities must be grouped with students who will allow them to
participate and use their strengths, but who are also willing to cooperate
with their areas of difficulty.
Dealing with I ssues Related to Time and Making Transitions
Provide an initial orientation to laboratory organization, equipment, and
procedures. Make this instruction ongoing throughout the year, ensuring
understanding of existing structures, and incorporating new techniques and
equipment as needed.
Make students aware of time limits before and during laboratory exercises
and small group work.
Warn students a few minutes before the scheduled ending of an activity.
This eases transition from one activity to another, and forces the group to
come to closure.
Learning Science Is an Active Process
The second principle underlying the National Science Education Standards is that
learning science is an active process. In the inquiry-based science classroom,
students make observations, form hypotheses, ask questions, perform experiments,
construct explanations, and communicate ideas. Mastering the critical thinking
skills embodied in these processes can help students with learning disabilities excel
in multiple areas of study and in life.

Article 6 special needs


Science Activities for Special Education Students
By Heather Kinn,


Read more : http://www.ehow.com/about_5464993_science-activities-special-education-
students.html

Special education students often learn well from instruction that is multi-sensory and
hands on. Science activities that involve experiments they can perform and then write
about are a wonderful way to integrate meaningful instruction and reinforce reading
and writing skills.

Hands-On Projects
Children love science, especially science they can eat. One simple, easy experiment children
can do is make butter. Have the students bring in a small jar with a lid--an old peanut butter,
jam or jelly jar is good--and put in some heavy cream. Seal the jar and have the students
shake it. As they shake the jar, the protein and fat molecules in the cream will stick together
and make butter. There will also be a liquid that the students can pour off called buttermilk.
The science takeaway from this is that friction can cause a change in state of the cream.
Ice Cream for Science
Butter is nice, but ice cream is even better. This experiment flows best if you call children up
one at a time, or in pairs to do each step. Let the students work together in small groups to
write up their experiment results.

Prepare Your Experiment
Use a no-cook ice cream recipe and assemble your ingredients. As you put the ice and salt in
the bag, ask them why you might need to do this. What is the ice going to do to your mixture?
Why add salt? What does salt do to the ice? Once both bags are sealed, let the children put on
mittens or gloves and take turns kneading the bags.
Leading Instruction
As the mixture begins to freeze, talk to the students about what is happening to the ice cream.
The ice and salt have lowered the temperature, and ice crystals are beginning to form. Why
are we kneading the mixture? When the ice cream is ready, let the students eat their creation,
and then write up the results.
Cross Curriculum Instruction and Children with Learning Disabilities
This teaching technique is multi-sensory, which is favored for children with learning
disabilities. It is also an example of integrated curriculum. However, it should be stressed that
even though this is integrated instruction, the instructor should be concerned with teaching
the science and making certain the students grasp the underlying principles of how the
experiments work. Spelling and grammar are not to be weighed equally to these principles,
because it will distract the students' focus. Children who have learning disabilities often have
to concentrate on sound-symbol correlation and spelling, to the detraction of content. Use this
activity to reinforce language arts, but do not introduce new concepts in that subject. Let the
students enjoy the science.