Deaf Children’s Science Content Learning in Direct Instruction Versus Interpreted Instruction

Kurz, Kim B.; Schick, Brenda; Hauser, Peter C.

doi:10.14448/jsesd.07.0003

Cited by 20 publications

(15 citation statements)

References 13 publications

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“…Theoretical Framework and Discussion Questions The barriers that hinder science learning success for SEN students have been addressed by increasing amounts of research and intervention studies across student needs such as learning disabilities (LD;Mastropieri et al, 2006), emotional and behavioral disorders (EBD;Bowman-Perrott et al, 2007), autism spectrum disorder (ASD; Knight et al, 2012), visual impairments (VI;Farrand et al, 2016), intellectual and developmental disabilities (IDD;Heinrich et al, 2016), and hearing impairments (HI; Kurz et al, 2015). While the past decade has seen an increase in attention to science teaching and learning for SEN students, most of those studies have had a language component that was considered part of the study.…”

Section: 2mentioning

confidence: 99%

“…Thus, language is important. As another example, Kurz et al (2015) examined how science content learning differed for students with HI when using direct instruction and interpreted instruction. These studies represent two examples of the types of the language barriers that may exist for SEN students when teaching and learning science.…”

Section: 2mentioning

confidence: 99%

“…Lartec and Espique (2012) highlighted the need for science teachers to focus on language learning acquisition as part of content communication for students with VI. For students with HI, research suggests that science content knowledge should be built simultaneously with language development (Kurz et al, 2015;Sunal & Burch, 1982). Science language barriers that are a result of expressive or receptive language difficulties primarily effect students with LD (Therrien et al, 2011), EBD (Therrien et al, 2014), and ASD .…”

Section: 2mentioning

confidence: 99%

“…Sensory Barriers Classroom instruction for students with sensory challenges (e.g., VI and HI) is often focused on language and content separately, to the detriment of science learning (Kurz et al, 2015;Lane-Outlaw, 2009;Lartec & Espique, 2012). It is ASIA-PACIFIC SCIENCE EDUCATION (2020) 1-24 crucial to remember that SEN students that experience sensory barriers may not have cognitive or learning disabilities (Lartec & Espique, 2012).…”

Section: 2mentioning

confidence: 99%

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Reducing Language Barriers in Science for Students with Special Educational Needs

Boyle

Rizzo

Taylor

2020

Asia-Pac. Sci. Educ.

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An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies.

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Section: 2mentioning

confidence: 99%

Section: 2mentioning

confidence: 99%

Section: 2mentioning

confidence: 99%

Section: 2mentioning

confidence: 99%

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Reducing Language Barriers in Science for Students with Special Educational Needs

Boyle

Rizzo

Taylor

2020

Asia-Pac. Sci. Educ.

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“…Communicating accurate scientific knowledge in an understandable way to secondary and post-secondary school students is challenging (Ortiz-Gil & Collado 2011). Currently, there is limited science education research on deaf and hard-of-hearing students (Moores et al 2001;Mangrubang 2004;Kurz et al 2015;Trussell et al 2018). Here, we describe AstroDance, an original dance and theatrical multi-modal performance designed to communicate gravitational-wave astronomy to deaf and hard-of-hearing audiences.…”

Section: Introductionmentioning

confidence: 99%

AstroDance: Engaging Deaf and Hard-of-Hearing Students in Astrophysics via Multimedia Performances

Nordhaus¹,

Campanelli²,

Bochner³

et al. 2020

JSESD

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The dynamics of gravitating astrophysical systems such as black holes and neutron stars are fascinatingly complex, offer some of nature's most spectacular phenomena, and capture the public's imagination in ways that few subjects can. Here, we describe AstroDance, a multi-media project to engage deaf and hard-of-hearing (DHH) students in astronomy and gravitational physics. AstroDance incorporates multiple means of representation of scientific concepts and was performed primarily for secondary and post-secondary audiences at ~20 venues in the northeastern US prior to the historic first detection of gravitational waves. As part of the AstroDance project, we surveyed ~1000 audience members roughly split evenly between hearing and DHH audience members. While both groups reported statistically equivalent high-rates of enjoyment of the performance, the DHH group reported an increase in how much they learned about science at a statistically significant rate compared to the hearing audience. Our findings suggest that multi-sensory approaches benefit both hearing and DHH audiences and enable accessible participation for broader groups.

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Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction

Jones

Burrell

2022

Science Education

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Current science instruction does not educate K‐12 students equitably and creates short‐ and long‐term impacts on individual students and society. While students may be present in class, they may not have access to quality science learning experiences. The goals of this paper are to show how science instruction may not be reaching its aim of equitable access and to offer recommendations for creating a new baseline standard for equitable science instruction. Though not exhaustive, this paper identifies groups of students who are marginalized in current‐day science instruction—the racially minoritized, those with physical and cognitive differences, and those in urban or rural communities. First, this paper challenges the neutrality of science by highlighting systemic yet negative outcomes that disproportionately impact minoritized populations in everyday life because of the narrow network of people who define and solve problems. Second, this paper identifies examples where science instruction is not of its highest quality for the highlighted groups. Third, we present a synthesis of research‐informed solutions proposed to improve both the quality of science instruction and its equitable access for the highlighted groups, creating a new baseline standard for equitable science instruction. An elevated baseline would address the existing disparities in who has access to quality science instruction and consequently reduce the gatekeeper effect of who defines and solves societal problems that perpetuate intergenerational inequities.

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Deaf Children’s Science Content Learning in Direct Instruction Versus Interpreted Instruction

Cited by 20 publications

References 13 publications

Reducing Language Barriers in Science for Students with Special Educational Needs

Reducing Language Barriers in Science for Students with Special Educational Needs

AstroDance: Engaging Deaf and Hard-of-Hearing Students in Astrophysics via Multimedia Performances

Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction

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