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Towards Inclusion of All Learners through Science Teacher Education de Michele Koomen

Towards Inclusion of All Learners through Science Teacher Education: Studies in Inclusive Education, cartea 36

Editat de Michele Koomen, Sami Kahn, Christopher L. Atchison, Tiffany A. Wild
en Limba Engleză Paperback – 2 mai 2018
Towards Inclusion of All Learners through Science Teacher Education serves as an indispensable resource for teachers and teacher educators wishing to understand how to educate students with exceptionalities in science. This book begins with the voices and stories of the experts: current and former K-12 students with disabilities sharing their experiences in science education classrooms. The voices of students with disabilities are then connected to the work of leading experts in the area of science education for individuals with disabilities in an effort to address the goals of national reform documents by ensuring rigorous science experiences for all students. It is written in a highly accessible and practical manner, making it ideal for all educators including pre-service and in-service teachers, teacher educators, researchers, and curriculum developers.
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Specificații

ISBN-13: 9789004368408
ISBN-10: 900436840X
Dimensiuni: 155 x 235 mm
Greutate: 0.58 kg
Editura: Brill
Colecția Brill
Seria Studies in Inclusive Education

Notă biografică

Michele Koomen, Ph.D (2006), University of Minnesota, is the Lind Professor of Education at Gustavus Adolphus College. Publications include articles in Cultural Studies in Science Education, Journal of Research in Science Teaching and Science Education.

Sami Kahn, J.D. (1996), Rutgers University, and Ph.D. (2015), University of South Florida, is an Assistant Professor of Science Education at Ohio University where she uses her legal background to inform her research on inclusive science practices and socioscientific issues (SSI).

Christopher L. Atchison, Ph.D. (2011), The Ohio State University, is an Associate Professor of Geoscience Education in the School of Education and Department of Geology at the University of Cincinnati, and the Executive Director of the International Association for Geoscience Diversity.

Tiffany A. Wild, Ph.D. (2004), The Ohio State University, is an assistant professor in Teaching and Learning and faculty lead for the Program in Visual Impairments at that university. She has published on science education for students with visual impairments.

Cuprins

Introduction ix
Sami Kahn and Michele Hollingsworth Koomen
Section 1: Listening to the Inclusive Voices of Students with Disabilities
in the Science Education Classroom
1. Inclusion “Insight”: Visually Impaired Voices in the Science Classroom 3
Lisa Johnson
2. D/HH Voices 13
Lisa M. Dembouski (with Kaitlyn Mielke, Johanna Lucht, Julie Pleski,
Norb Biderman and Misty Schomberg)
3. Tanglde in Tetx: What I Want You to Know about My Dyslexic Self 25
Merrie Koester
4. A Good Teacher Makes Science Light-Hearted: Experiences in Learning
Science from Alejandro 41
Alejandro and Michele Hollingsworth Koomen
5. Including Students with Autism Spectrum Disorder in a K-12 Classroom 49
Kourtney Bakalyar
6. Looking through the Window to Help Teach Others: Science Stories
of Three Young Women 57
Lauren Madden, Amy Schuler, Melissa Friedman, Shanaya Panday
and Danielle Koehler
7. Synthesis of Voices from the Field: Implications for Practice 67
Tiffany Wild
Section 2: Visions of Inclusion and Access: UDL, Strengths-Based
Approaches, and Assistive Technology
8. Redefining Inclusion in Educational Settings across the Least Restrictive
Environment Continuum 75
Kathleen M. Farrand
9. Applying a Universal Design for Learning Framework to Mediate the
Language Demands of Science 87
Cathy Newman Thomas, Delinda van Garderen, Kate Sadler,
Mary Decker and Deborah Hanuscin
10. From Access to Assets: Strength-Based Visions for Inclusive Science
Education 101
Sami Kahn
11. Inclusive Online Science Education What Teachers Need to Know 111
Sheryl Burgstahler
12. Universal Design for Learning in Science: A Framework That Supports
the Needs of All 121
Sarah Summy and Marcia Fetters
Section 3: Developing Disciplinary Core Ideas and Science Content
Knowledge
13. From Academician’s Office to Physics Lab for Students with Special
Needs: A Guide for Transformation 135
Mustafa Sahi?n Bülbü
14. Crosscutting through Science Education: Opportunities for Inclusion
Resulting in Exceptional Learning for All 145
Terri Hebert, Jannike Jakobsen Seward and R. Lee Smith
15. Learning Frog Calls When You Can’t Hear: Fieldwork with High School
Students Who Are Deaf and Hard-of-Hearing 159
Lacey D. Huffling, Aerin W. Benavides, Catherine E. Matthews,
Mary V. Compton, Stephanie Kurtts and Heidi B. Carlone
16. “Engineering Is for Everyone”: A Case Study of Elementary
Engineering Design 169
Elaine Silva Mangiante and Adam Moore
17. Preparing Tomorrow’s Teachers through First-Hand Perspectives
of Ability in an Inclusively-Designed Science Methods Course 179
Christopher L. Atchison and Christina R. Carnahan
Section 4: Science Practice and Developing Explanations
18. Increasing Science Learning and Engagement for Academically Diverse
Students through Scaffolded Scientific Inquiry and Universal Design for
Learning 193
Maya Israel, Saadeddine Shehab and Quentin M. Wherfel
19. Scientific Inquiry and Developing Explanations for All 205
Kevin D. Finson
20. Learning Science by Doing Science: Developing Scientific Explanations
and Engaging in Argumentation in the Inclusive Science Classroom 219
Kevin Fleming and Dina Secchiaroli
Section 5: Promoting Literacy in Science
21. Promoting Equity, Inclusion and Accessibility in Literacy-Rich Science
Learning Environments 231
William Lindquist and Rebecca A. Neal
22. Some of Them Have Problems, Too, Like Me: Science Disciplinary
Literacy for All 241
Michele Hollingsworth Koomen
Section 6: Assessment in Science
23. The Rise of Measurement: Assessing Science and the Implications for
Students with Special Needs Inclusive Science Education 255
Jonte’ C. Taylor, Karen Koehler, Karen Rizzo and Jiwon Hwang
24. Assessing the Ultimate Goal of Science Education: Scientific Literacy
for All! 265
Judith S. Lederman and Selina Bartels
Section 7: Advocacy
25. Oh the Places You Will Go! But How Will You Get There? Examining
the Role of Social Feedback, Mentorship and Role Modelling in STEM
Career Pathways 277
Heather A. Pacheco-Guffrey
26. Exclusion from Participation in Science: Confessions from an Ally on
the Other Side of the Fence 287
Phillip A. Boda
Section 8: Science Teacher Education
27. Co-Teaching for Inclusiveness: How Two Teacher Educators
Collaborated across Disciplinary Boundaries in an Elementary
Science Methods Course 301
Teresa Shume and Keri Desutter
28. Voices and Practice of Send in Science Initial Teacher Education 313
Lyn Haynes and Maria Turkenburg-van Diepen
29. A Collaborative Process for Preparing Pre-Service General Education
and Special Education Science Teachers 323
Jenna Porter and Kathy Gee
30. No Student Teacher Left Behind: Lessons Learned from a Science
Student Teacher with a Physical Disability 337
Catherine M. Koehler
Conclusion: Bringing the Book Together 347
Michelle Hollingsworth Koomen, Sami Kahn, Christopher L. Atchison,
and Tiffany Wild
About the Contributors 353
Index 365

Recenzii

"Towards Inclusion of All Learners through Science Teacher Education presents an excellent overview of current practices in schools, descriptions of individual and team efforts to improve practice, and emerging innovations such as the application of Universal Design for Learning (UDL) and Assistive Technology (AT) as promising possibilities if we are to provide equitable science for students with disabilities. Stories from students; descriptions from practitioners in K-12 education; strategies and experiences from post-secondary methods instructors in science education and special education are interspersed throughout the book. Strategies applying the principles of UDL and scaffolding are shared. Section three contains several highly innovate efforts in practice. [...] This book illuminates many factors that exist in present practice, which must be resolved if students with disabilities are to ever receive an equivalent and equitable science education, [ as well as] many of the major issues confronting inclusive science. It is a methods book that can be used as the primary textbook in both science methods and special education methods. It is well suited for graduate classes in curriculum development and instructional strategies. It is an outstanding resource for graduate seminars relating to educational equity and educational reform. I see it as an excellent inschool resource which can be used in in-service training and professional development. I see it as a reflective resource well suited for the personal library of any teacher, curriculum specialist, or administrator." - Dr. Greg Stefanich, Department of Curriculum & Instruction, University of Northern Iowa, in: Journal of Science Education for Students with Disabilities, Vol. 21, No. 1 (2018)