Differentiating Science Instruction and Assessment for Learners With Special Needs, K–8

Kevin D. Finson, Christine K. Ormsbee, Mary M. Jensen

• Publisher: Corwin
• Year: 2011
• Print ISBN: 9781412993999
• eBook ISBN: 9781452236629
• Edition: 1
• Topic: Education
• Subtopic: Inclusive Education

"Finson, Ormsbee, and Jensen offer excellent instructional variations and assessment alternatives for students with learning disabilities and behavior disorders. The book also provides practical guidance for teachers on ways to make science lessons accessible to all students."
—Greg P. Stefanich, Professor
University of Northern Iowa

Field-tested strategies for teaching science to students with special needs

Teachers are required to provide appropriate science instruction to all students, including children with special needs. However, educators are often left on their own to figure out how to effectively differentiate lessons and activities. Help is here! This timely, practical guidebook shows general and special educators how to retool science activities and assessments for students with special needs—including those of ADD, ADHD, and autism spectrum disorders. The authors cover a broad range of topics in an orderly, concise fashion, including:

• National and state requirements for student learning and science literacy
• Pedagogical strategies for collaborative learning groups, self-paced learning centers, literature circles, and team projects
• Grade-appropriate ways to revise science activities and assessments for biology, earth science, and physical science lessons
• Step-by-step instructions for using rubrics for evaluation, revision, and assessment
• Information on teacher collaboration and specific disabilities

Also included are vignettes and checklists to assist teachers in bridging the gap between science and special education instruction and assessment. By adjusting the content, teaching critical thinking, and providing a variety of ways for learners to demonstrate their knowledge, you will give all students the chance to achieve academic success in science.

Table of contents

• Cover Page
• Title
• Copyright
• Contents
• Acknowledgments
• About the Authors
• Introduction
• 1. Collaborating to Teach Students With Mild to Moderate Disabilities in the Inclusion Classroom
• 2. Addressing Specific Learning Difficulties
• 3. Suggestions for Revising Science Activities and Assessments
• 4. Revising Science Activities
• 5. Revising Science Assessments
• 6. Developing and Using Rubrics to Evaluate Student Performance
• Resource: Science Literacy, Standards, and State Goals
• References
• Index