Ensuring Meaningful Access to the Science Curriculum for Students with Significant Cognitive Disabilities

Autor/in	Miller, Brigdet
Titel	Ensuring Meaningful Access to the Science Curriculum for Students with Significant Cognitive Disabilities
Quelle	In: TEACHING Exceptional Children, 44 (2012) 6, S.16-25 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Teaching Methods; Science Instruction; Mental Retardation; Science Curriculum; Federal Legislation; Disabilities; Students; Science Education; Special Education; Individualized Education Programs; Regular and Special Education Relationship; Educational Legislation; Mainstreaming; Educational Indicators; Federal Programs + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geistige Behinderung; Bundesrecht; Handicap; Behinderung; Student; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Bildungsrecht; Schulgesetz; Educational indicato; Bildungsindikator
Abstract	Federal legislation supports instruction of content areas for all individuals, yet professionals in the field of special education are left trying to find the relevant functional outcomes for science and other content instruction for students with disabilities enrolled in a functional curriculum. Research on effective instruction for students with moderate to severe intellectual disabilities in the sciences is limited. This article provides examples of standards based instruction, utilizing inquiry approaches for students enrolled in a functional curriculum. Inquiry methods for science instruction have been successful in the general education settings. Emerging literature has shown success with students with moderate to severe intellectual disabilities in acquisition of both inquiry skills and content acquisition through the use of inquiry methods. Through inquiry, functional skills and content can promote functional outcomes for students with moderate to severe intellectual disabilities. (Contains 1 table and 2 figures.) (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