Science Education and Inclusion An Action Research Project Presented by Laura Cottongim

Purpose of the Study Provide a more current review of the status of inclusive science education Assessment of the advantages and limitations

Purpose of the Study Investigate teacher attitudes and perceptions of inclusion Support strategies for teachers

Students with Disabilities Disability refers to the social effects of any (or combination of) physical, emotional or mental impairment

Inclusion “Full inclusion means that students classified “special” or “exceptional” because of individual physical or mental characteristics would not be isolated…” (Nelson, et al., 2004).

Science Education Unique position to accommodate students with special needs –Hands-on learning –Cooperative groups –Dialogue and discussion –Authentic assessment

Advantages and Limitations of Inclusive Science Education Advantages –Heterogeneous groups –Higher level of social acceptance –Positive self image –Significant improvement in performance –Modifications enhance general learning

Advantages and Limitations of Inclusive Science Education Limitations –Differing definitions and conceptualizations of inclusion –Lower peer status –Inability to keep up with the group –High print and literacy demands of science –Standardized testing

Teacher’s Attitudes Toward Teaching Inclusion Science Classes Positive Attitudes: –Most teachers in favor of inclusion –Positive attitudes directly correlated with consistent use of accommodations –Promoted positive peer interaction

Teacher’s Attitudes Toward Teaching Inclusion Science Classes Negative Attitudes: –Feel unable to provide adequate support –Negative attitudes linked to less frequent use of effective accommodations –Little/no special education training

Support Strategies Pre-service training Staff development Cooperation/collaboration with special education teachers Ready-to-use teaching methods and materials

Science Inclusion Survey Designed to gather information on perceptions and attitudes toward teaching students with disabilities

Science Inclusion Survey Advantages/Limitations Results: –Positive social interaction –Diverse learning environment –Behavioral disruptions –Lack of experience

Science Inclusion Survey Attitudes/Accommodations Results: –Overall positive attitudes –Less willing to make accommodations –Not well prepared or supported

Science Inclusion Survey Support Strategies Results: –Prefer to work with special education teachers –Professional development –Would have benefited from pre-service training

Conclusions Advantages/Limitations –Beneficial to both general and special education students –Students with disabilities work harder and become more confident –General education students become more compassionate and understanding

Conclusions Teacher Perceptions and Attitudes –Positive attitudes –Reluctant to modify lessons –Lack of experience –Need more training and support

Conclusions Support Strategies –Work cooperatively with special education teachers/professionals –Professional development –Pre-service training

Recommendations 1)Required science teacher certification courses focused on teaching diverse learners. 2)Professional development aimed at fostering positive attitudes; supplying subject specific, ready-to-use materials and methods. 3)Closer collaboration with special education teachers/professionals.

References Biddle, S. (2006). Attitudes in Education. The Science Teacher, 73(3), Cawley, J., Hayden, S., Cade, E., Baker-Kroczynski, S. (2002) Including Students With Disabilities Into the General Education Science Classroom. Exceptional Children 68(4), Cooney, G., Jahoda, A., Gumley, A. & Knott, F. (2006) Young People with Intellectual Disabilities Attending Mainstream and Segregated Schooling: Perceived Stigma, Social Comparison and Future Aspirations. Journal of Intellectual Disability Research, 50(6) Evans, J., & Lunt, I. (2002) Inclusive Education: Are There Limits? European Journal of Special Needs Education 17(1), Grumbine, R., & Brigham Alan, P. (2006) Teaching Science to Students with Learning Disabilities. The Science Teacher 73(3),

References Idol, L. (2006). Toward Inclusion of Special Education Students in General Education: A Program Evaluation of Eight Schools. Remedial and Special Education, 27(2), Nelson, J., Palonsky, S., & McCarthy, M. (2004) Current Issues in Education: Dialogues and Dialectics, 5th Edition. Bosto: McGraw-Hill Palincsar, A., Magnusson, S., Collins, K. & Cutter, J. (2001) Making Science Accessible to All: Results of a Design Experiment in Inclusive Classrooms. Learning Disability Quarterly 24(1), Robinson, S. (2002) Teaching High School Students with Learning and Emotional Disabilities in Inclusion Science Classrooms: A Case Study of Four Teachers’ Beliefs and Practices. Journal of Science Teacher Education, 13(1),