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Science instruction at the secondary level: implications for students with learning disabilities
1University of Oregon, Eugene.
Journal of Learning Disabilities
|May 1, 1991
Summary
Secondary students with learning disabilities can master content area subjects like earth science and chemistry through revised, integrated instruction. This approach enables higher-order thinking and complex problem-solving skills, challenging traditional educational expectations.
Area of Science:
- Science Education
- Special Education
- Curriculum Development
Background:
- Secondary students with learning disabilities often have limited grasp of content area material.
- Teaching higher-order thinking in these subjects is often considered too labor-intensive for special educators.
Purpose of the Study:
- To demonstrate that secondary students with learning disabilities can learn content area subjects through integrated instruction.
- To show that these students can achieve a firm understanding and solve complex, domain-specific problems.
Main Methods:
- Comprehensive revision of traditional content area materials.
- Development and field-testing of integrated curriculum by professional developers.
Main Results:
- Students with learning disabilities can learn content area subjects, specifically earth science and introductory chemistry, in an integrated manner.
- Achieved a firm understanding of the subject matter and the ability to solve complex, domain-specific problems.
Conclusions:
- Integrated instruction, with carefully revised materials, is a feasible approach for teaching content area subjects to secondary students with learning disabilities.
- Professional curriculum design and field-testing are crucial for the success of such integrated programs.