Accommodation Strategies for Teaching Science to Learners with Disabilities

In continuing with researching specific strategies teachers can use to help benefit students with special needs in learning science concepts, I came across an article on Suite 101 titled Teaching Science to Special Needs Students: Learning Science by Interactive Instruction and Focused Assessment. This article offers a variety of teaching strategies and suggestions that would be useful for teachers to keep in mind in tailoring science instruction to meet the needs specifically of students with Learning Disabilities.

Some examples of strategies and accommodations for teaching science to students with Learning Disabilities include:

• Use Direct and explicit instruction (e.g. clearly explain directions for tasks (this doesn’t mean you have to teach step- by step) and expectations for student learning and behavior)
• Encourage students to focus on the process of learning as opposed to the product (e.g. worksheet, or results)
• Teach science concepts through Hands-on activities (multi-sensory approach) and experiments (promotes active mental engagement among all students, not just those with disabilities)
• Use a variety of techniques for modeling and processing science vocabulary (e.g. teaching your students how to create flashcards that define vocabulary “in their words” or how to construct concept maps for learning definitions)
• Provide opportunities for extended time and extra practice
• Provide large-print materials (e.g. use size 14 font instead of size 12 font)
• Develop a Classroom Learning Center in which students with disabilities can review information (either independently or in groups) about science concepts taught to support their learning. Such centers should contain a variety of resources such as reading materials, hands-on materials, as well as other electronic materials (e.g. providing access to a topic specific online interactive science activity) to reinforce learning of science concepts.

Tips: In relation to Assessment of Students with Learning Disabilities

• Conduct Frequent Assessments – do not just rely on formative assessments such as unit tests or exams as the only means of measuring the LD students’ level of progress and understanding of scientific concepts.
• Provide tailored evaluation using a variety of assessment methods (e.g. quizzes, homework, notebook grades, class participation, projects, graphic organizers, group work, written assignments, and presentations).
• Provide Personalized Feedback – give consistent feedback about the students’ class work and individual progress in learning science concepts and overall achievement of course or assignment objectives. For example, conducting informal periodic one-on-one meetings can be a option for privately discussing these topics with the student.

Read more at Suite101: Teaching Science to Special Needs Students: Learning Science by Interactive Instruction and Focused Assessment http://www.suite101.com/content/teaching-science-to-special-needs-students-a164863#ixzz15l9CnZnw