Differentiating Science Instruction and Assessment for Learners
                    with Special Needs, K-8

Finson, Kevin D.; Ormsbee, Christine K.; Jensen, Mary M.

doi:10.4135/9781483387529

Cited by 5 publications

(4 citation statements)

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“…This curriculum incorporated the national science curriculum standards (i.e., Grade 1–9 Science and Technology Curriculum Guidelines) in Taiwan (Ministry of Education, 2003a). Procedures for adapting the grade-level science curriculum were modified from those described by Finson et al (2011) and Browder et al (2007).…”

Section: Methodsmentioning

confidence: 99%

Effects of Peer-Mediated Instruction With AAC on Science Learning and Communitive Responses of Students With Significant Cognitive Disabilities in Taiwan

Chen

et al. 2020

Research and Practice for Persons with Severe Disabilities

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This study examined the effects of an intervention that integrated peer-mediated instruction (PMI) with augmentative and alternative communication (AAC) using speech-generating devices (SGDs). Nine trained peer tutors without disabilities taught science concepts and modeled use of SGDs following a script to three elementary school students with significant cognitive disabilities in Taiwan. Using a multiple baseline across participants design, results showed the PMI with AAC intervention was effective in improving participants’ targeted science knowledge. In addition, participants increased their communicative interactions with peers and increased the use of different communication modes during the science experiment activities with the implementation of PMI with AAC, when compared to the communication responses during the general teaching strategy.

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Section: Methodsmentioning

confidence: 99%

Effects of Peer-Mediated Instruction With AAC on Science Learning and Communitive Responses of Students With Significant Cognitive Disabilities in Taiwan

Chen

et al. 2020

Research and Practice for Persons with Severe Disabilities

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“…Nonetheless, our findings suggest that science teachers encounter students with a range of disabilities during their careers and are apparently unprepared to do so. Teachers need to implement a variety of adaptations in order to effectively differentiate the science curriculum for students with special needs (Finson, Ormsbee, & Jensen, 2011;McGinnis & Stefanich, 2007). Topics identified of particular need include assistive technology in STEM (Moon, Todd, Morton, & Ivey, 2012), Universal Design for Learning (Burgstahler & Cory, 2008;McGinnis, 2013), and identifying metacognitive strategies to support student learning (Berkeley, Mastropieri, & Scruggs, 2011;Rosenzweig, Krawec, & Montague, 2011).…”

Section: Research Question 1 From What Sources and Within What Contexmentioning

confidence: 98%

Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

Kahn

Lewis

2014

Journal of Science Teacher Education

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Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess the current state of what could be facilitative or inhibitory influences, a national online survey to which 1,088 K-12 science teachers responded was conducted. Mixed methods' analyses suggest that science teachers receive little formal training and feel underprepared to teach students with disabilities. Results identify specific gaps in science teachers' education, as well as attitudinal and institutional barriers that may inhibit students with disabilities' success. However, science teachers remain highly receptive to training and collaboration. Implications for science teacher education are discussed.

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“…Consequently, there has been a growing body of research to advocate the use of analytic scales for rating composition skills because they enhance a test's reliability (Kaba&Sengül, 2016;Finson, Ormsbee, and Jensen, 2011;Dogan &Uluman, 2017). There is an advocacy for using these scales in order to ensure that empirical procedures are used for assessment.…”

Section: Developing a Rating Scale For Writingmentioning

confidence: 99%

A Case for Communicative Language Testing for ESP Courses for Undergrad Business Students

Rana¹

2020

PSSR

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The present study was undertaken to estimate the efficacy of communicative language testing in the backdrop of Business ESP at a Pakistani university. To do that, we first administered a short questionnaire to 100 teachers teaching ESP courses at different universities in Pakistan. The questionnaire contained both the close-ended and open-ended questions. The results of the questionnaire gave rise to the need for developing a communicative language test. Hence, a 75-mark communicative language test, paying due regard to the prescribed text and grammar items in addition to the composition and aural-oral skills was prepared and administered to 35 business majors at a Pakistani university after validation by a panel of experts. Different rubrics for speaking and composition skills were developed after review of the relevant literature. The study makes a claim that due to the washback effect of testing, such a test might be a motivating factor for the students

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Differentiating Science Instruction and Assessment for Learners with Special Needs, K-8

Cited by 5 publications

References 0 publications

Effects of Peer-Mediated Instruction With AAC on Science Learning and Communitive Responses of Students With Significant Cognitive Disabilities in Taiwan

Effects of Peer-Mediated Instruction With AAC on Science Learning and Communitive Responses of Students With Significant Cognitive Disabilities in Taiwan

Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

A Case for Communicative Language Testing for ESP Courses for Undergrad Business Students

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