Instructional Settings in Science for Students with Disabilities: Implications for Teacher Education

Vannest, Kimberly J.; Mason, Benjamin A.; Brown, Leanne; Dyer, Nicole; Maney, Shell; Adıgüzel, Tufan

doi:10.1007/s10972-009-9135-x

Cited by 16 publications

(17 citation statements)

References 29 publications

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“…Given the preponderance of students with disabilities who receive their science instruction in general education settings (e.g., U.S. Department of Education, 2010; Vannest et al, 2009), implications for science teacher education, whether at the preservice or inservice level, are to ensure science educators have adequate preparation to teach the diversity of students, including students with disabilities, who will be in their classrooms (Brusca-Vega et al, 2011;Kosko & Wilkins, 2009). As reported by Kirch, Bargerhuff, Cowan, and Wheatly (2007), who conducted an intensive weeklong professional development about how to teach students with disabilities in science, educators who believed themselves highly skilled prior to the professional development expressed some discomfort when faced with putting their newly-found skills to work in the classroom.…”

Section: Implications For Educational Practicementioning

confidence: 99%

“…For these 3.5 million students, instruction in general education settings is provided by general educators alone or co-teachers. Vannest et al (2009) found that in one state, general education settings were often the option for students with disabilities for science instruction. Robinson (2002) noted the need to examine how instruction changes when students with learning disabilities (LD) or emotional disabilities (ED) are educated in general education science classes, whether the instructor is one science teacher or a coteaching team of a science and special educator.…”

Section: Introductionmentioning

confidence: 99%

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Co-teaching Perspectives from Secondary Science Co-teachers and Their Students with Disabilities

King‐Sears

Brawand

Jenkins

et al. 2014

Journal of Science Teacher Education

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An in-depth case study of one team of co-teachers' practice from multiple perspectives is described. A high school science co-teaching team and their students with disabilities completed surveys about their perceptions of co-teaching. Additionally, observations of the two co-teachers occurred to determine roles and types of interactions for each co-teacher during science instruction. Observational data revealed effective teaching behaviors demonstrated by each co-teacher. Detailed descriptions of the co-teachers' instruction are provided. The science educator was observed interacting with the large group twice as often as the special educator. The science educator also presented new content nearly three times as often as the special educator. The co-teacher surveys were consistent with the observational data. Both educators disagreed that the special educator was primarily the lead for instruction. Both educators strongly agreed they had an effective coteaching relationship, although the science educator indicated stronger agreement for parity in roles and responsibilities than the special educator noted. Forty-three percent of the students identified the science educator as in charge of lessons, while 43% identified both educators. Most students thought teaching was divided in half, and all students enjoyed having two teachers in science. Eighty-six percent of the students indicated team teaching was the most frequently used co-teaching model, and 14% indicated one teach, one drift. Implications for co-teachers' reflections on their collaboration, including the relevance of student perceptions (i.e., Who is the ''real'' teacher?), and the extent to which educators are prepared at preservice and inservice levels for co-teaching are discussed.

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Section: Implications For Educational Practicementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Co-teaching Perspectives from Secondary Science Co-teachers and Their Students with Disabilities

King‐Sears

Brawand

Jenkins

et al. 2014

Journal of Science Teacher Education

View full text Add to dashboard Cite

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“…In an earlier review, McDougall (1998) also supported the need for research conducted in general education settings, noting that of 240 self-management studies consisting largely of self-monitoring interventions, only 14 had targeted students with disabilities in general education settings. Given that the majority of high school students with EBD (Mooney et al, 2005), ADHD, and specific learning disabilities are placed in general education classrooms, particularly for science instruction (Vannest et al, 2009), additional research exploring the efficacy of SM interventions in this setting is warranted.…”

mentioning

confidence: 99%

Implementation of a Self-monitoring Application to Improve On-Task Behavior: A High-School Pilot Study

Wills

Mason

2014

J Behav Educ

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Technological innovations offer promise for improving intervention implementation in secondary, inclusive classrooms. A withdrawal design was employed with two high school students in order to assess the effectiveness of a technologically-delivered, self-monitoring intervention in improving on-task behavior in a science classroom. Two students ages 14 and 15 with diagnoses of specific learning disability (student 1) and attention deficit hyperactivity disorder (ADHD: student 2) were selected by case manager referral due to difficulties with on-task behavior despite long-term administration of psychostimulant medication. After baseline data were collected, both students were trained in the use of a self-monitoring application (I-Connect) delivered via a handheld tablet. On-task prompts were delivered at five min intervals in an ABAB withdrawal design. The intervention resulted in positive, stable improvements in the primary dependent variable of on-task behavior for both students and less clear improvement in the generalization variable of disruptive behavior.

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“…First, the percent of students with disabilities spending more than 80 % of their day in general education has risen from 45 % at the time of data collection for the Norman study to over 61 % today (U.S. Department of Education, 2013). In addition, the NCLB's (2002) requirement that all students be taught by ''highly qualified teachers'' (HQT) has led to an array of instructional settings for science (Vannest et al, 2009) which include placing more students with disabilities, including those with severe disabilities, in general education science classes (Spooner, Knight, Browder, Jimenez, & DiBiase, 2011). While these trends no doubt provide science teachers with more opportunities to teach students with a wider range of disabilities, it is not clear how receptive teachers are to these changes or whether their pre-service and in-service training and experiences have adequately prepared them.…”

Section: A Changing Landscape: Purpose Of the Studymentioning

confidence: 99%

Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

Kahn

Lewis

2014

Journal of Science Teacher Education

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Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess the current state of what could be facilitative or inhibitory influences, a national online survey to which 1,088 K-12 science teachers responded was conducted. Mixed methods' analyses suggest that science teachers receive little formal training and feel underprepared to teach students with disabilities. Results identify specific gaps in science teachers' education, as well as attitudinal and institutional barriers that may inhibit students with disabilities' success. However, science teachers remain highly receptive to training and collaboration. Implications for science teacher education are discussed.

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Instructional Settings in Science for Students with Disabilities: Implications for Teacher Education

Cited by 16 publications

References 29 publications

Co-teaching Perspectives from Secondary Science Co-teachers and Their Students with Disabilities

Co-teaching Perspectives from Secondary Science Co-teachers and Their Students with Disabilities

Implementation of a Self-monitoring Application to Improve On-Task Behavior: A High-School Pilot Study

Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

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