Science Education for Students with Disabilities: a Review of Recent Research

Scruggs, Thomas E.; Mastropieri, Margo A.; Boon, Richard

doi:10.1080/03057269808560126

Cited by 56 publications

(64 citation statements)

References 41 publications

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“…However, some activities should be specifically modified regarding the materials used (which is also noted by Scruggs et al, 1998). These activities may form a platform for problem solving, for students' engagement in scientific inquiry and active learning; in addition they are helpful for students with mild learning difficulties, especially when they are well structured.…”

Section: Constructivism Exploratory Learning Hands-on Activities Cmentioning

confidence: 99%

“…Several spatial and graphic organizers (such as concept maps, concept diagrams, visual aids, semantic maps, semantic feature analysis, etc.) have an overall positive effect on learning science, especially for students that encounter difficulties in writing, in understanding the content of science, and in constructing and refining cognitive schemata (See also Scruggs et al, 1998 andScruggs et al, 2010.) The contribution of the graphic organizers to the retaining of information, knowledge and skills compared to the independent or guided study of a text has been also investigated.…”

Section: Multiple Means Of Representation and Graphic Organizersmentioning

confidence: 99%

“…Social skills get very important when hands-on activities are carried out, because students may display negative behaviors when teaching is not bound by rules. However, Scruggs et al (1998) argue that hands-on activities encourage positive behavior, because students have personal motives for their engagement in the activities.…”

Section: Developing Cognitive and Social Skills In Students With Learmentioning

confidence: 99%

See 2 more Smart Citations

Teaching Science to Students with Learning and Other Disabilities: A Review of Topics and Subtopics Appearing in Experimental Research 1991-2015

Vavougios

Verevi

Papalexopoulos

et al. 2016

IJHE

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This article reviews 24 years of research focused on science education for students with learning and other disabilities. Our results are based on 53 articles from 2 relevant databases. We hereby present and discuss the results of the most popular topics investigated, which include: constructivism, exploratory learning, hands-on activities, cross-curricular projects, multiple means of representation, cognitive and social skills, group and peer learning, coursebooks, reading strategies, readability and students' assessment. Our results suggest that topics like teacher education, teacher/researcher co-operation, education policy, school administration and curriculum structure are scatteredly investigated. These experimental approaches and interventions may provide insight into teacher training in higher education and can explain controversial concepts regarding the question of "full inclusion, selective inclusion or excellency".

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Section: Constructivism Exploratory Learning Hands-on Activities Cmentioning

confidence: 99%

Section: Multiple Means Of Representation and Graphic Organizersmentioning

confidence: 99%

Section: Developing Cognitive and Social Skills In Students With Learmentioning

confidence: 99%

See 1 more Smart Citation

Teaching Science to Students with Learning and Other Disabilities: A Review of Topics and Subtopics Appearing in Experimental Research 1991-2015

Vavougios

Verevi

Papalexopoulos

et al. 2016

IJHE

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“…Böylece küçük yaşlarda çocuğun hazırbulunuşluk düzeyine uygun olarak öğretilen bilgi ve becerilerin daha sonraki yaşam sürecine transfer edilip kullanılacağı düşünülmektedir (Akınoğlu, 2004). Ancak hafif düzeyde zihinsel engelli öğrenciler için bu derste hangi yöntemi, yaklaşımı veya öğretim programını uygulamak en uygunudur (Scruggs, Mastropieri, & Bonn, 2008) sorusunun cevaplandırılması oldukça önemlidir. Bu öğrenciler için herhangi bir çalışma gerçekleştirilecekse duyuşsal seviyeleri ve benlikleri dikkate alınmalı, öğrencilerin aktif ve anlamlı katılımlarını gerçekleştirebilmek için gerekli hedefler ortaya konmalıdır (Bigge, Best, & Heller 2001).…”

Section: Introductionunclassified

“…In recent years, it is considered that science education holds an important place in educating students with mild mental disabilities and intensive work is done in this context (Cawley, 1994;Mastropieri & Scruggs, 1994;Patton, 1993;1995). However, which method, approach or curriculum is the most appropriate to implement in this course for students with mild mental disabilities is crucial to answer (Scruggs, Mastropieri, and Bonn, 2008). In this regard, project-based learning approach (PBLA) that contains practices and interrogative features as well as certain process procedures and steps is the most appropriate proposed learning approach.…”

Section: Extended English Abstractmentioning

confidence: 99%

Effects of the project-based learning approaches on social skills, academic achievements and problem behaviors of students with mild intellectual disability<p>Proje tabanlı öğrenme yaklaşımının hafif düzeyde zihinsel yetersizliği olan öğrencilerin sosyal becerilerine, akademik başarılarına ve problem davranışlarına olan etkisi

Çevik

Çevik²

2016

HumanSciences

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The aim of this study is to determine effects of the project-based learning approaches on Social Skills, Academic achievements and Problem Behaviors of students studying at 3 rd grade primary school with Mild Intellectual Disability (MID) in sciences course. The participants of the research consisted of 10 students in Karamanoğlu Mehmetbey University from the Faculty of Education Integration Unit Pupa in 3 rd grade. In the study, pretest-posttest design, one group of pre-trial model, was used. To the students at the study, The Social Skills Rating System (SSRS) developed by Gresham and Elliot (1990) pretest -posttest was applied. SSRS, social skills and behavior problems that are considered to be associated with these skills of preschool and elementary school students was developed in order to determine their academic qualifications. In SSRS, there are three separate scales: Social Skill Scale, problem behavior subscale and academic achievement scale. To the students in the study, "I and my environment" topic was tauhgt with Project Based Learning Approach (PBLA) for 3 weeks, and the significance of the scores obtained by applying the scale before and after the course was examined. The data were analyzed by using rank test signed non-parametric Wilcoxon on SPSS 16.0 software. At the end of the study, while there was a significant relationship between the scores of the participants' social skills based on the project-based learning approach, there was no significant correlation between problematic behavior scores. Furthermore there was also a significant difference between the scores of participants' academic competence. As a result, it can be said that the course tauhgt with PBLA improves social skills and academic achievement of students with MID. Despite the decrease in the problematic behavior scores of the students, no significance was observed.Keywords: Project-Based Learning; Mild Intelligence Disability; Social Skill; Academic Efficacy; Problem Behavior.(Extended English abstract is at the end of this document) ders öncesinde ve sonrasında ölçek uygulanarak elde edilen puanlar arasındaki anlamlılığa bakılmıştır. Puanlar SPSS 16.0 programında non-parametrik Wilcoxon işaretli sıralar testi kullanılarak analiz edilmiştir. Çalışma sonunda proje tabanlı öğrenme yaklaşımı ile işlenen ders neticesinde katılımcıların sosyal becerilerinin puanlarının arasında anlamlılık bulunurken, problem davranış puanları arasında anlamlılık bulunamamıştır. Ayrıca katılımcıların akademik yeterliliklerine ilişkin puanlarının arasında da anlamlılık görülmüştür. Sonuç olarak proje tabanlı öğrenme yaklaşımın hafif düzeyde zihinsel engele sahip öğrencilerin sosyal becerilerine ve akademik yeterliklerine olumlu katkısının olduğu söylenebilir. Öğrencilerin problem davranış puanlarında ise azalma olmasına rağmen anlamlılık bulunmamıştır.

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Sensibilisierung von (angehenden) Lehrer*innen für geschlechterbezogene Aspekte in der Didaktik der Chemie

Lembens,

Prechtl

2024

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Science Education for Students with Disabilities: a Review of Recent Research

Cited by 56 publications

References 41 publications

Teaching Science to Students with Learning and Other Disabilities: A Review of Topics and Subtopics Appearing in Experimental Research 1991-2015

Teaching Science to Students with Learning and Other Disabilities: A Review of Topics and Subtopics Appearing in Experimental Research 1991-2015

Sensibilisierung von (angehenden) Lehrer*innen für geschlechterbezogene Aspekte in der Didaktik der Chemie

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