Working toward equitable opportunities for science students with disabilities: Using professional development and technology

Mary Ellen Bargerhuff, Heidi Cowan, Susan A. Kirch

Research output: Contribution to journalArticle

Abstract

As a result of federal legislation, adolescents with disabilities and other exceptionalities are increasingly included in science and math classes alongside their peers who are typically developing. The effectiveness of this placement option, however, is largely dependent on the skill level of the general educator and the support afforded to this teacher through various channels. Efforts arising from two National Science Foundation grants address both skill and support. Center's Lesson Adaptations for Student Success (CLASS) project used summer professional development opportunities to equip teachers with the knowledge and skills needed to provide students with physical, sensory and learning disabilities equitable access to laboratory and field experiences. Second, to support teachers back in their classrooms, the Ohio Resource Center's Lesson Adaptations for Student Success (OR-CLASS) uses web resources to share high quality, peer-reviewed lesson plans, complete with specific recommendations on adaptations for students with a variety of exceptional learning needs.

Original languageEnglish (US)
Pages (from-to)125-135
Number of pages11
JournalDisability and Rehabilitation: Assistive Technology
Volume5
Issue number2
DOIs
StatePublished - Mar 2010

Keywords

  • Academic accommodations
  • Assistive technology professional development
  • Science education
  • Students with disabilities

ASJC Scopus subject areas

  • Physical Therapy, Sports Therapy and Rehabilitation
  • Orthopedics and Sports Medicine
  • Biomedical Engineering
  • Rehabilitation
  • Speech and Hearing

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