Reflections of Educators in Pursuit of Inclusive Science Classrooms

General education science teachers are meeting increasingly diverse classrooms of students that include students with disabilities. A one-week, summer, residential workshop was offered to interested science and special educators who worked through lab experiments one-on-one with students with physic...

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Bibliographic Details
Published inJournal of science teacher education Vol. 18; no. 4; pp. 663 - 692
Main Authors Kirch, Susan A., Bargerhuff, Mary Ellen, Cowan, Heidi, Wheatly, Michele
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 01.08.2007
Springer
Taylor & Francis Ltd
Subjects
Classroom activities
Disabilities
Educational Practices
Educators
Elementary Secondary Education
Inclusive Schools
Journal Writing
Laboratory Experiments
Professional Development
Science education
Science Instruction
Science learning
Science Teachers
Special Education
Special Education Teachers
Special needs students
Summer Programs
Teacher education
Teacher Surveys
Teachers
Teaching Methods
Workshops
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Summary:General education science teachers are meeting increasingly diverse classrooms of students that include students with disabilities. A one-week, summer, residential workshop was offered to interested science and special educators who worked through lab experiments one-on-one with students with physical or sensory disabilities (grades 7-12). To determine how effective this professional development workshop was at raising disability awareness and providing teacher training in inclusive science teaching practices, a combination of survey and reflective journal entries was used to monitor participants' experience. Here we discuss the findings from this benchmark study and discuss how others might adapt this professional development model for use by schools interested in moving toward inclusive practices.
ISSN:1046-560X
1573-1847
DOI:10.1007/s10972-007-9052-9