Instructional Activities and Group Work in the US Inclusive High School Co-Taught Science Class

Autor/inn/en	Moin, Laura J.; Magiera, Kathleen; Zigmond, Naomi
Titel	Instructional Activities and Group Work in the US Inclusive High School Co-Taught Science Class
Quelle	In: International Journal of Science and Mathematics Education, 7 (2009) 4, S.677-697 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-008-9133-z
Schlagwörter	Class Activities; Learning Activities; Learning Disabilities; Teacher Role; Special Education Teachers; High Schools; Science Education; Teaching Methods; Science Instruction; Inclusive Schools; Interviews; Teacher Attitudes; Student Needs; Special Needs Students; Secondary School Teachers + Suchen Sie Ihr Suchwort? Lernaktivität; Learning handicap; Lernbehinderung; Lehrerrolle; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; High school; Oberschule; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inclusive school; Integrative Schule; Interviewing; Interviewtechnik; Lehrerverhalten; Sonderpädagogischer Förderbedarf
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10