Designing Inclusive Science Activities and Embedding Individualized Instruction

Autor/inn/en	Hardy, Jessica K.; Hemmeter, Mary Louise
Titel	Designing Inclusive Science Activities and Embedding Individualized Instruction
Quelle	In: Young Exceptional Children, 23 (2020) 3, S.119-129 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
DOI	10.1177/1096250619833988
Schlagwörter	Inclusion; Science Activities; Individualized Instruction; Preschool Teachers; Preschool Children; Active Learning; Inquiry; Students with Disabilities; Curriculum Design; Individualized Education Programs; Hands on Science; Developmentally Appropriate Practices; Childhood Interests; Academic Standards + Suchen Sie Ihr Suchwort? Inklusion; Individualisierender Unterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Aktives Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrplangestaltung; Individualized education program; Individualisierendes Lernen; Entwicklungsbezogene Bildung
Abstract	Many teachers want to provide meaningful science activities and instruction in their classroom that benefit all young children. This is consistent with the increasing focus on enhancing science experiences and instruction in preschool classrooms. Recommendations for how to engage in early childhood science activities are available, as are science curricula and instruction for preschool-aged children. This article builds on Donegan-Ritter's (2017) recommendations for planning accessible science activities for children with disabilities by (a) explaining why science instruction is desirable for preschool children, (b) briefly describing inquiry-based learning, (c) presenting a rationale for how young children with disabilities can benefit from inclusion in science activities and instruction, and (d) providing guidance around the design of inclusive science activities in which instruction for Individualized Education Program (IEP) objectives can be embedded. This article reflects multiple Recommended Practices (Division for Early Childhood [DEC], 2014). (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01