INSTRUCTIONAL ACTIVITIES AND GROUP WORK IN THE US INCLUSIVE HIGH SCHOOL CO-TAUGHT SCIENCE CLASS |
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| Authors: | Laura J Moin Kathleen Magiera Naomi Zigmond |
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| Institution: | (1) Curriculum and Professional Development Division, Clark County School District, 3950 S. Pecos-McLeod, Las Vegas, NV 89121, USA;(2) Department of Chemistry, University of Nevada, Las Vegas, 4505 S. Maryland Parkway, Las Vegas, NV 89154-4003, USA; |
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| Abstract: | In the US, there is a significant number of learning-disabled high school students included in regular science classrooms.
It has been argued that students with learning disabilities can succeed in science if they receive the kind of instruction
they need. To facilitate such instruction, the special education teacher is often incorporated into the class along with the
learning disabled students. We observed 53 high school science lessons from ten pairs of science and special-education teachers
who were responsible for delivering instruction to groups of students, some of whom were learning-disabled. We analyzed narrative
notes collected in these lessons reflecting the kinds of classroom activities, organization of work, and teachers’ roles.
In addition, we interviewed the teachers individually to gain a better understanding of these inclusive classes. The underlying
question of this research was whether inclusive classes with two teachers delivered the type of science education that is
better than solo-teaching in addressing the needs of learning-disabled students. Our evidence indicates that even with a special-education
teacher present in the class, learning-disabled students usually did not receive a science education that met their needs.
We elaborate on the reasons for this problem and make suggestions for improvement. |
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