Daughters with Disabilities: A Professional Development Model To Reframe Science, Math, and Technology Education for Girls with Disabilities.

Autor/inn/en	Hammrich, Penny L.; Price, Lynda; Slesaransky-Poe, Graciela
Titel	Daughters with Disabilities: A Professional Development Model To Reframe Science, Math, and Technology Education for Girls with Disabilities.
Quelle	(2001), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Accommodations (Disabilities); Curriculum Design; Elementary Secondary Education; Females; Inclusive Schools; Inservice Teacher Education; Mathematics Instruction; Middle School Students; Preservice Teacher Education; Program Design; Science Instruction; Technology Education; Urban Schools + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Weibliches Geschlecht; Inclusive school; Integrative Schule; Lehrerfortbildung; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehramtsstudiengang; Lehrerausbildung; Programme design; Programmaufbau; Programmplanung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technisch-naturwissenschaftlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This report describes a program created specifically to address the fact that individuals with disabilities, especially girls, have been widely under-served and under-educated in the areas of science, math, and technology. The "Daughters with Disabilities" project was designed to encourage more girls with disabilities from five inner-city schools to prepare for careers in science, math, and technology by: (1) increasing the interests and achievement in science, math, and technology of girls in special education classes at the five participating schools; (2) enhancing existing science, math, and technology curricula for girls with disabilities in urban settings; (3) introducing and teaching the concept of "pre-transition" knowledge in the science, math, and technology areas; and (4) creating a network of support and training for pre-service and in-service special and regular education teachers, families, and community members in the areas of science, math, and technology that stressed gender-sensitive curricula, instructional modifications, and successful inclusive education. The program was based on constructivism and employed a variety of methods including, teacher training on best practices for inclusionary settings, classroom activities and outreach to schools, Saturday activities, a two-week summer program, and undergraduate teacher training. (Contains 46 references.) (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01