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Including Students With Disabilities in Advanced Science Classes

By Carole Hayward

Posted on 2013-04-18

Including Students with Disabilities in Advanced Science ClassesThe 2013 National Science Foundation (NSF) report Women, Minorities, and Persons With Disabilities in Science and Engineering indicates that “U.S. citizens and permanent residents earned higher numbers of science and engineering (S&E) doctorates in 2009 than they did in 1999. Since 2008, they’ve earned more doctorates in S&E fields than in non-S&E fields.” In 2010, the U.S. Commission on Civil Rights issued the  Encouraging Minorities to Pursue Science, Technology, Engineering and Mathematics Careers briefing.
These efforts indicate that more and more high school science teachers are and will be teaching students with disabilities in advanced science classes. If you teach Advanced Placement (AP), International Baccalaureate (IB), or honors science courses, you are likely experienced and knowledgeable about science, but you may have little or no experience with special education. Conversely, many special education teachers have little or no experience in teaching advanced science courses.
In their newly published book, Including Students With Disabilities in Advanced Science Classes, authors Lori Howard and Elizabeth Potts explain that advanced or accelerated courses are not usually team taught with a special education teacher and that those teachers may not have ready access to special educators to share strategies for fostering success for those students with disabilities.
This book is a unique resource for teachers of advanced science courses. The authors break down the essentials as follows:

  • Basic Special Education Terms and Laws
  • Working with the Individualized Education Programs (IEPs) Team
  • Classroom Considerations: Behavior and Instruction
  • Labs
  • Assistive Technology and Your Classroom

The openness and willingness of teachers to welcome students with disabilities into the classroom is often identified as a key component for student success. As I read this book, I wondered what teachers facing this situation for the first time would be most concerned about. If  you have already taught students with disabilities in your advanced science classes, how would you advise someone to prepare? What was your experience?
Note: This book is also available as an e-book.

Including Students with Disabilities in Advanced Science ClassesThe 2013 National Science Foundation (NSF) report Women, Minorities, and Persons With Disabilities in Science and

 

The history of our planet

By Mary Bigelow

Posted on 2013-04-18

One of the themes in several articles and blogs I’ve read makes the case that the study of earth science should not stop at the end of middle school! Illustrating this, the final version of the Next Generation Science Standards were released last week, and the NSTA journals continue a discussion with The NGSS and the Earth and Space Sciences. If the study doesn’t end with middle school, it certainly starts in Kindergarten and Pre-K, as exemplified in the featured articles this month.
The authors of The Dynamic Earth: Recycling Naturally* describe a comprehensive 5E lesson on changes in the Earth system. The focus of the five days is on how rocks form from other materials and how they can change (or recycle) through various processes. The article includes photos of the young geologists and ideas for discussion and investigation. [SciLinks: Rock Cycle, Rock Classification, Types of Rocks, Identifying Rocks and Minerals]
Have you ever watched a child picking up and examining rocks? Even pebbles in a parking lot or nearby park can be fascinating. Digging Into Rocks With Young Children* shows how to capitalize on this interest and uncover any misconceptions or confusion students have. The lessons range from observing and identifying properties of rocks to modeling changes in rocks through weathering. The article includes photos of the young geologists at work and samples of their data sheets. This month’s Formative Assessment Probe Is It a Rock?* takes another look at student misconceptions. With the probe itself, discussion, and the use of the Frayer Model, students work collaboratively to organize their knowledge and observations of rocks and rock-like materials. [SciLinks: Rocks, Composition of Rocks]

Sometimes we underestimate the value of “play” as a part of learning. Giving students unstructured opportunities to explore and manipulate objects can be a foundation for later learning, as noted in Water Leaves “Footprints”* (The Early Years column for this month). The author of Washed Away!* shows how building a model, using it to demonstrate a concept, and making predictions based on observations can all be incorporated into an elementary investigation of erosion and weathering. There are suggestions for the model, and the lesson also uses questioning, photography, and journaling. This month’s Teaching Through Trade Books column What Shapes the Earth?* reviews two books (for K-2 and 3-5) on the topic along with two lessons on erosion and other earth processes. [SciLinks: Erosion, Weathering, What processes change landforms?] 
How Do We Figure Out What Happened to the Earth in the Past? This month’s Science 101 Background Booster describes how examining the layers of rocks gives us clues to the earth’s history. The diagrams are very helpful in understanding the concepts. [SciLinks: Layers of the Earth, Law of Superposition]
Poor, Poor Pluto* (Methods and Strategies) The reclassification of Pluto as a dwarf planet had many students (and their teachers) in a tizzy. But it’s a good example of how science changes with new discoveries. This article describes a “research” project for elementary students into the solar system. The teachers worked closely with the librarian to help students develop skills in information-finding, notetaking, and writing. The article includes a rubric and a sample of student work. [SciLinks: Extrasolar Planets, Outer Planets]
*And check out more Connections for this issue (April 2013). Even if the article does not quite fit with your lesson agenda, there are ideas for handouts, background information sheets, data sheets, rubrics, and other resources.

One of the themes in several articles and blogs I’ve read makes the case that the study of earth science should not stop at the end of middle school!

If you’re an education leader concerned with science, technology, engineering, and mathematics (STEM) initiatives, this book will help you both understand and implement STEM action plans. The book starts by putting STEM in context, as the early chapters outline the challenges facing STEM education, draw lessons from the Sputnik moment of the 1950s and 1960s, and contrast contemporary STEM with other education reforms. The author then explores appropriate roles for the federal government as well as states, districts, and individual schools.
If you’re an education leader concerned with science, technology, engineering, and mathematics (STEM) initiatives, this book will help you both understand and implement STEM action plans. The book starts by putting STEM in context, as the early chapters outline the challenges facing STEM education, draw lessons from the Sputnik moment of the 1950s and 1960s, and contrast contemporary STEM with other education reforms. The author then explores appropriate roles for the federal government as well as states, districts, and individual schools.
Are you an experienced science teacher who needs a foundation in special education basics when students with disabilities are placed in your advanced classes? Then this book is the resource for you. Both practical and readable, this book will help you

• think of new ways to design your instruction with individual needs in mind,
• find new and creative ways to manage lab experiments so all your students will benefit,
• overcome fears of behavioral flare-ups in the classroom, and
Are you an experienced science teacher who needs a foundation in special education basics when students with disabilities are placed in your advanced classes? Then this book is the resource for you. Both practical and readable, this book will help you

• think of new ways to design your instruction with individual needs in mind,
• find new and creative ways to manage lab experiments so all your students will benefit,
• overcome fears of behavioral flare-ups in the classroom, and
“When I entered the teaching profession, I was stunned by the lack of interest my high school students had in science education. The traditional model of teaching science, often referred to as ‘chalk-and-talk’ with the occasional laboratory mixed in, was not working. The vast majority of my students were not going home and reading the textbooks. I knew I had to make the most of our face-to-face time.”
—Author Nicole Maller
“When I entered the teaching profession, I was stunned by the lack of interest my high school students had in science education. The traditional model of teaching science, often referred to as ‘chalk-and-talk’ with the occasional laboratory mixed in, was not working. The vast majority of my students were not going home and reading the textbooks. I knew I had to make the most of our face-to-face time.”
—Author Nicole Maller
“When I entered the teaching profession, I was stunned by the lack of interest my high school students had in science education. The traditional model of teaching science, often referred to as ‘chalk-and-talk’ with the occasional laboratory mixed in, was not working. The vast majority of my students were not going home and reading the textbooks. I knew I had to make the most of our face-to-face time.”
—Author Nicole Maller
“When I entered the teaching profession, I was stunned by the lack of interest my high school students had in science education. The traditional model of teaching science, often referred to as ‘chalk-and-talk’ with the occasional laboratory mixed in, was not working. The vast majority of my students were not going home and reading the textbooks. I knew I had to make the most of our face-to-face time.”
—Author Nicole Maller

Diagnosis for Classroom Success, Teacher Edition: Making Anatomy and Physiology Come Alive

“When I entered the teaching profession, I was stunned by the lack of interest my high school students had in science education. The traditional model of teaching science, often referred to as ‘chalk-and-talk’ with the occasional laboratory mixed in, was not working. The vast majority of my students were not going home and reading the textbooks. I knew I had to make the most of our face-to-face time.”
—Author Nicole Maller
“When I entered the teaching profession, I was stunned by the lack of interest my high school students had in science education. The traditional model of teaching science, often referred to as ‘chalk-and-talk’ with the occasional laboratory mixed in, was not working. The vast majority of my students were not going home and reading the textbooks. I knew I had to make the most of our face-to-face time.”
—Author Nicole Maller

The Case for STEM Education: Challenges and Opportunities

If you’re an education leader concerned with science, technology, engineering, and mathematics (STEM) initiatives, this book will help you both understand and implement STEM action plans. The book starts by putting STEM in context, as the early chapters outline the challenges facing STEM education, draw lessons from the Sputnik moment of the 1950s and 1960s, and contrast contemporary STEM with other education reforms. The author then explores appropriate roles for the federal government as well as states, districts, and individual schools.
If you’re an education leader concerned with science, technology, engineering, and mathematics (STEM) initiatives, this book will help you both understand and implement STEM action plans. The book starts by putting STEM in context, as the early chapters outline the challenges facing STEM education, draw lessons from the Sputnik moment of the 1950s and 1960s, and contrast contemporary STEM with other education reforms. The author then explores appropriate roles for the federal government as well as states, districts, and individual schools.
 

The last sessions

By Mary Bigelow

Posted on 2013-04-14

photo(10)

The Sci-agrams team


You’re ecstatic when your conference session proposal is accepted. And then you learn that you have a Sunday morning time slot, in competition with early departures, church services, hotel brunches, and last-minute sightseeing or souvenir-gathering. You predict 2-3 participants at best or an empty room at worst. Is it worth the planning and preparation?
But never fear–Science teachers work on the weekends! The die-hards at the convention center this morning were treated to some excellent presentations.
The 40+ sttendees at the Sci-agrams session, presented by a team from New York City, left with an I-can-do-this attitude. The team of presenters from several schools, guided us through a process of drawing accurate diagrams in science. “I can’t draw” is not an excuse! You can see more of their work in the November 2012 issue of Science & Children Drawing Out the Artist in Science Students.
Sissy Wong

Sissy Wong


One of the best discussions I ever had at a conference session was during the session Mentor-Mentee Dialogues: Fostering the Development of Beginning Science Teachers–the last session of the conference. The presenter described her research on new teachers/student teachers’ perceptions of their work and progress toward becoming more reflective and student-centered. She gave use some case studies and asked us (in small groups) to analyze the situations and offer suggestions and advise to the novice teacher. The 20+ in attendance included veteran teachers, administrators, student teaching supervisors, and some teachers with less than 5 years themselves. The variety of responses from these perspectives was fascinating and informative.
Thanks to all of the presenters (especially those with early morning, late afternoon, Sunday, and at-the-same-time-as-Bill-Nye time slots). Your willingness to share your experiences and expertise is much appreciated.
 
 
photo(10)

The Sci-agrams team

 

Connections

By Mary Bigelow

Posted on 2013-04-13

At a session this morning, when the presenters described the agenda it was not exactly what was described in the program. I was already familiar with the topic, so I slipped out. Since other sessions had already started, I decided to use the time on the exhibit floor. As I was browsing, I stopped at the booth of the Royal Society of Chemistry and struck up a conversation with another attendee.I found out that he had worked with Don Herbert, TVs Mister Wizard. Mr. Wizard was one of my childhood heroes, so I felt a connection. He also mentioned that one of his science instructors had himself been a student of Marie Curie’s. So I know someone who knew someone who knew Marie Curie! Another distant connection. But those who met Bill Nye on Thursday have a direct connection to a science superhero!
Other connections are geographical. I met educators from all over the US, as well as Nova Scotia, Ontario, Alberta, the UK, Australia, the Bahamas, and Taiwan!

At a session this morning, when the presenters described the agenda it was not exactly what was described in the program. I was already familiar with the topic, so I slipped out. Since other sessions had already started, I decided to use the time on the exhibit floor. As I was browsing, I stopped at the booth of the Royal Society of Chemistry and struck up a conversation with another attendee.I found out that he had worked with Don Herbert, TVs Mister Wizard. Mr. Wizard was one of my childhood heroes, so I felt a connection.

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