Differentiating Science Instruction and Assessment for Learners With Special Needs, K–8
Autor Kevin D. Finson, Christine K. Ormsbee, Mary M. Jensenen Limba Engleză Paperback – 11 apr 2011
Teachers are required to provide appropriate science instruction to all students, including children with special needs. However, they are often left on their own to figure out how to effectively differentiate lessons and activities. Help is here! This timely, practical guidebook shows general and special educators how to retool science activities and assessments for students with learning disabilities, behavior disorders, and more.
The authors cover a broad range of topics in an orderly, concise fashion, including:
- National and state requirements for student learning and science literacy
- Pedagogical strategies for collaborative learning groups, self-paced learning centers, literature circles, and team projects
- Grade-appropriate ways to revise science activities and assessments for biology, earth science, and physical science lessons
- Step-by-step instructions for using rubrics for evaluation, revision, and assessment
- Information on teacher collaboration and specific disabilities
Also included are vignettes and checklists to assist teachers in bridging the gap between science and special education instruction and assessment. By adjusting the content, teaching critical thinking, and providing a variety of ways for learners to demonstrate their knowledge, you will give all students the chance to achieve academic success in science.
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Specificații
ISBN-10: 1412993997
Pagini: 232
Dimensiuni: 216 x 279 x 14 mm
Greutate: 0.64 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
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Recenzii
"Provides step-by-step instructions for using rubrics for revision and assessment, discusses science instruction and specific disabilities, and case histories with checklists to help teachers understand connections between science and special education."
"Since science has the potential to draw students into knowledge-expanding and skill-building learning experiences, it is important for principals, teachers and parents to expect good science education to reach all students in their classrooms, and that is why this book is a must-read."
Cuprins
About the Authors
Introduction
1. Collaborating to Teach Students With Mild to Moderate Disabilities in the Inclusion Classroom
2. Addressing Specific Learning Difficulties
3. Suggestions for Revising Science Activities and Assessments
4. Revising Science Activities
5. Revising Science Assessments
6. Developing and Using Rubrics to Evaluate Student Performance
Resource: Science Literacy, Standards, and State Goals
References
Index
Notă biografică
Dr. Finson is a professor of science education at Bradley University in Peoria, IL, where he teaches elementary and secondary science education courses. His teaching has included middle school and high school life, physical, and earth sciences, college-level earth science content courses, a foundations course in strategies and techniques, and graduate courses in instructional theory and program evaluation.
He has served as a member of the board of directors for the international Association for Science Teacher Education (ASTE), and chaired its Professional Development Committee and Inclusive Science Education Forum. He has also contributed to the standards for the Early Adolescent Science Committee of the National Board of Professional Teaching Standards. Dr. Finson has also edited the international Journal of Elementary Science Education, served on editorial boards of several national science education journals, and has served on the publications committees of two national professional organizations. Dr. Finson has maintained a consistent record of publication in national refereed and practitioner journals.
Dr. Finson has two primary areas of research interest. The first focuses on making science more accessible to students who have special learning needs. In particular, he explores how teachers can make adjustments and modifications to written materials, procedures, and simple equipment so students who have specific learning disabilities can successfully engage in doing science. The area focuses on students¿ perceptions of scientists, which has included development of a framework to guide science educators in dealing with students¿ conceptions of scientists.