Exceptional Children in Intermediate and Secondary Science Programs: A Teacher Survey.
The article reports on the direct contact and experience of intermediate and secondary science teachers with exceptional students in their classes in the U.S. Results show that majority of teachers had at least some exceptional students in their classes. However, no one type of exceptionality seemed...
| Published in: | Science Education Vol. 62; no. 1; pp. 11 - 18 |
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| Main Authors: | , , |
| Format: | Article |
| Published: |
Wiley-Blackwell
Jan-Mar1978
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=21347122&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 21347122 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00368326 SED jtl: Science Education issn: 00368326 maglogo: Y pubinfo: dt: Jan-Mar1978 vid: 62 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 21347122 10.1002/sce.3730620103 ppf: 11 ppct: 7 formats: tig: atl: Exceptional Children in Intermediate and Secondary Science Programs: A Teacher Survey. aug: au: Hoffman, Edward West, Terry Bates, Percy affil: The University of Michigan, Ann Arbor, Michigan 40104 su: Science teachers Exceptional children Children with intellectual disabilities Children with disabilities Science students Secondary education Teaching methods Special education United States sug: subj: United States Science teachers Exceptional children Children with intellectual disabilities Children with disabilities Science students Secondary education Teaching methods Special education ab: The article reports on the direct contact and experience of intermediate and secondary science teachers with exceptional students in their classes in the U.S. Results show that majority of teachers had at least some exceptional students in their classes. However, no one type of exceptionality seemed to predominate. The two distinct clusters of exceptionality appeared to emerge from teachers' reports are: 1) students whose impairments were viewed as primarily academic-emotional; and, 2) those students whose impairments were seen as chiefly physical or sensory. The educable mentally impaired, emotionally impaired, and learning disabled were generally described as requiring fairly substantial modification of regular science teaching methods or materials. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1978 holdings: @attributes: islocal: N |
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