TEACHING METHODS

Using Hands-On Science Instruction versus Traditional Teaching Methods with children with disabilities

Using Hands-On Science Instruction versus Traditional Teaching Methods with children with disabilities

Science is one of the most valuable items for students with disabilities (Cawley, 2008; Mastropieri and Scruggs, 2008; Patton, 2007). There are several advantages to teaching science to students with disabilities: the science gives the opportunity to participate in practical training activities, it encourages participation and intellectual curiosity, it promotes the process of group interaction and participation, and provides a space where students with disabilities can feel successful (Atwood & Oldham , 2005). Several studies indicate that students with disabilities to interact very favorably with the activity-oriented science programs, such programs are effective in facilitating knowledge of science content, manipulative skills and science process skills (Bay, Staver, Bryan, and Hale, 2007; Mastropieri & Scruggs, 2007; Mastropieri, Scruggs, and Butcher, 2007, Scruggs and Mastropieri, 2007, 2008b). Inclusive, the practical results of science instruction, not only in the successful participation of students with disabilities, but also in the successful achievement of science of these students - an excellent performance on the content of recall and higher level thinking, verbal elaboration, and affective measures . In addition, students with disabilities are likely to encounter fewer difficulties with language and literacy requirements when they participate in an activity-oriented science programs (Scruggs, Mastropieri, Bakken, and Brigham, 2007).

To the extent that the hands-on activities developmentally appropriate and carefully structured, science education for students, LD (students with learning difficulties) successfully (Mastropieri, Scruggs, and Butcher, 2007). Practical scientific activity, have also been more motivated and therefore may contribute to a more appropriate behavior class. In general, students with disabilities benefit from concrete learning experiences, reduce language and literacy requirements, the ability to work co-operatively with colleagues, as well as the provision of appropriate structured questioning and coaching provided.

During the last decade, research in science education for students with disabilities have expanded our knowledge about the characteristics of these students related to science education, the impact of various activities on science learning, the ratio of science teachers for students with disabilities, and effective strategies for inclusion in science education . Nevertheless, researchers in this area indicate the need for additional research in inclusive science classes to explore science teaching and learning for students with disabilities. Study, we describe here a response to this call. Previous research concerns the study of science classes (Van Sickle and Spector, 1996) described the care of science teachers participating in various educational studentcontent relations. Just as the study of caring in regular classes of science, it is also important to explore caring and enthusiasm in the classroom including science.

Practical experience, if they are used only to verify the "facts" stated in the textbook. The situation is exacerbated for children with special education. The transition towards a more dynamic and practical methods are required. Active, multi-sensory approach to science and mathematics can be effective for children with disabilities, as with any other ...