Review of Studies with Students with Significant Cognitive Disabilities Which Link to Science Standards

Abstract

A comprehensive review of research was conducted on teaching science to students with significant cognitive disabilities. Guidelines from the National Science Education Standards were used to identify categories of studies based on the strands of science. A total of 11 studies were identified from the 20 years of literature searched. In general, work in the area of science is sparse for students with significant cognitive disabilities. Eight of the 11 studies fell in Content Standard F: Science in Personal and Social Perspectives. Single subject experimental designs were the methodology used in all of the studies and outcomes suggest that this population benefits from instruction in highly specific skills with modeling and errorless learning strategies like time delay. The interventions found in the 11 studies that linked to science incorporated systematic response prompting methods similar to those found in evidence-based reading and math research for students with significant cognitive disabilities. Additional research is needed to identify methods to teach science to this population that includes both broader content and additional skills that link to state standards.

Academic Instruction for Students with Severe Disabilities

“…While research on language arts and mathematics is limited for students with severe disabilities, research in the area of science is especially sparse. Courtade et al (2007) found a limited number of studies in whieh science content was taught to students with severe disabilities. For example, a search of the literature using key terms from the NSES (NAS, 1996) revealed 11 studies in which some science content (e.g., weather words, first aid skills) was taught to this population.…”

“…Unfortunately, the small research base on teaehing science to students with severe disabilities has only a few examples of using an inquiry base or even teacbing concepts. Instead, most of the researcb has been either completing a daily living skill (e.g., first aid) or recognizing vocabulary (e.g., weather words; Courtade et al, 2007). As in math and language arts, in science, educators will need to apply proeedures proven effective in other content to new grade-appropriate objectives.…”

“…In comparing researeh in mathematics to tbe strands of content proposed by tbe National Council of Teacbers of Mathematics (NCTM), Browder, Spooner, Ahlgrim-Delzell, Harris, and Wakeman (2008) found tbat most studies targeted numbers and operations or measurement; few eonsidered algebra, geometry, or data analysis. Courtade, Spooner, and Browder (2007) found virtually no studies in science until they searched tbe daily living skills literature and found 11 studies tbat taught some science concepts. At first, these outeomes may seem discouraging for finding guidance to teach academic content to students with severe disabilities.…”

Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited

“…Growing attention has been drawn to the role of technology in special education to apply inquiry-based instruction and project-based instruction with Special Needs Students (Courduff, Szapkiw, & Wendt, 2016;Courtade, Spooner, & Browder, 2007;Ke et al, 2015;Regan et al, 2014). The Journal of Learning Disabilities had a special issue (1998, vol.…”

Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

“…2; Several instruction methods, such as video self-models for teaching concepts such as prepositions (Mechling & Hunnicutt, 2011) and simultaneous prompting for teaching object naming, in a group format or pull-in strategy in inclusive settings (Tekin-Iftar et al, 2008), and constant time delay for teaching grade-level core content (i.e., heredity) for adolescents with moderate or severe intellectual disabilities were recommended (Riggs et al, 2013). Inquiry in science lessons can also be taught to students with moderate to severe intellectual disabilities with task analytic instruction, and teachers should target the generalization of these skills (Courtade et al, 2007).…”