Promoting Literacy-Embedded, Authentic STEM Instruction for Students with Disabilities and Other Struggling Learners

Autor/inn/en	Israel, Maya; Maynard, Kathie; Williamson, Pamela
Titel	Promoting Literacy-Embedded, Authentic STEM Instruction for Students with Disabilities and Other Struggling Learners
Quelle	In: TEACHING Exceptional Children, 45 (2013) 4, S.18-25 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Disabilities; STEM Education; Reading Strategies; Science Education; Mathematics Education; Technology Education; Engineering Education; Barriers; Literacy; Special Education; Special Education Teachers; Regular and Special Education Relationship; Reading Instruction + Suchen Sie Ihr Suchwort? Handicap; Behinderung; STEM; Reading strategy; Leselernstufe; Lesetechnik; Naturwissenschaftliche Bildung; Mathematische Bildung; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Leseunterricht
Abstract	Students with diverse learning needs, including students with disabilities, have historically struggled in science, technology, engineering, and mathematics (STEM) learning. This article highlights barriers that students with disabilities and other struggling learners often face in STEM education. Several applied, evidence-based practices are outlined that promote integration of authentic inquiry with explicit reading strategies that support STEM content literacy and meaningful engagement for diverse learners. (Contains 1 table.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10