Differentiating science instruction and assessment for learners with special needs, K-8

Field-tested strategies for teaching science to students with special needs teachers are required to provide appropriate science instruction to all students, including children with special needs. However, they are often left on their own to figure out how to effectively differentiate lessons and activities.

This timely, practical guidebook shows general and special educators how to retool science activities and assessments for students with learning disabilities, behavior disorders, and more.

The authors cover a broad range of topics in an orderly, concise fashion, including:

  • National and state requirements for student learning and science literacy 
  • Pedagogical strategies for collaborative learning groups, self-paced learning centers, literature circles, and team projects 
  • Grade-appropriate ways to revise science activities and assessments for biology, earth science, and physical science lessons 
  • Step-by-step instructions for using rubrics for evaluation, revision, and assessment 
  • Information on teacher collaboration and specific disabilities. 

Also included are vignettes and checklists to assist teachers in bridging the gap between science and special education instruction and assessment. By adjusting the content, teaching critical thinking, and providing a variety of ways for learners to demonstrate their knowledge, teachers will give all students the chance to achieve academic success in science.

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Author(s)Kevin D Finson, Christine K Ormsbee, Mary M Jensen
Age5-7, 7-11
Published by

Shelf reference371.904435 FIN
Direct URLhttps://www.stem.org.uk/x8v3u

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