Literaturnachweis - Detailanzeige
| Autor/in | Kenny, Sam |
|---|---|
| Titel | Could Using Frames Make Science More Accessible for Children with Special Learning Requirements? |
| Quelle | In: Primary Science, (2019) 159, S.29-31 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0269-2465 |
| Schlagwörter | Science Instruction; Elementary School Science; Special Needs Students; Special Schools; Hospitalized Children; Visual Aids; Individualized Instruction; Self Evaluation (Individuals); Attention; Mental Disorders |
| Abstract | Sam Kenny is a teacher in a Tier 4 psychiatric hospital where individual pupils' needs are too diverse. Since his pupils' stays at the hospital can vary from a few weeks to months, science is difficult to teach as a whole-class subject. At times he feels very deskilled and thought he could do more to support engagement. So, when Sheffield Hallam University, funded by the Primary Science Teaching Trust (PSTT), offered him the opportunity to join their Primary Science for All project, using tools called "Frames for Focus" and "Wonder Cupboards" to help with the engagement of special educational needs pupils in science, he was happy to join. In this article, he reviews his experience in the program. (ERIC). |
| Anmerkungen | Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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