Reducing Language Barriers in Science for Students with Special Educational Needs

Autor/inn/en	Boyle, Susannah; Rizzo, Karen L.; Taylor, Jonte' C.
Titel	Reducing Language Barriers in Science for Students with Special Educational Needs
Quelle	In: Asia-Pacific Science Education, 6 (2021) 2, S.364-387 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Barriers; Science Education; Special Needs Students; Science Instruction; Access to Education; Inclusion; Language Usage; Teaching Methods; Content Area Writing; Content Area Reading; Multimedia Instruction; Assistive Technology + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Sonderpädagogischer Förderbedarf; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Schriftliche Übung; Sinnerfassendes Lesen; Multimediales Lernen
Abstract	An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies. (As Provided).
Anmerkungen	BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/apse/apse-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01