Strategies that benefit Special Education Students in the Science Classroom

In continuing my search for effective strategies to assist students with disabilities in becoming scientifically literate, I recently came across a great article resource for teachers. Special Education in the Science Classroom: Strategies for Success discusses multiple specific techniques that teachers can integrate in the science classroom to prevent disabilities from becoming barriers to student acquisition of scientific knowledge.

(To view article go to: http://www.glencoe.com/sec/teachingtoday/subject/special_ed.phtml)

According to the article, Special education students are “as diverse in needs, characteristics, and abilities as the myriad of science topics they study.” This diversity must not be overlooked in designing our science instruction or in planning other exploratory experiences and activities. When incorporating strategies to increase success for these students, instructors must also consider individual students needs and learning preferences. This article provides a wide range of helpful suggestions regarding dealing with issues related to information processing and communication, organization, social interaction, as well as time and making effective transitions.
Some of the general tips include strategies such as:
• Break large chunks of instruction (e.g. experimental procedures) into small parts.
• Have students repeat directions in their own words.
• Communicate information in multiple formats. Students may process information more effectively in different frameworks (e.g. oral, visual, or kinesthetic)
• Maintain consistent places in the lab for supplies and equipment and make sure these stations are clearly labeled.

But more specific strategies can be found at the link provided above.

One of the strategies that I found particularly interesting was the suggestion to “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.” This is an important consideration to keep in mind, and further illustrates the important of knowing your students in order be aware of which students would and would not work well together. Overall, in order to effectively encourage active mental engagement and elicit student participation, the instructor must promote a comfortable classroom environment that is openly inviting to student questions, thoughts and expressions of ideas.

Reference retrieved from: http://www.glencoe.com/sec/teachingtoday/subject/special_ed.phtml