EP-PPD/Science and Math Education for the Special Education Population

EP-PPD/特殊教育人群的科学和数学教育

• 批准号: 9450074
• 负责人: Howard Kimmel
• 金额: $ 122.36万
• 依托单位: New Jersey Institute of Technology
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1994
• 资助国家: 美国
• 起止时间: 1994-04-01 至 1998-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9450074&HistoricalAwards=false
• 关键词: EP; PPD; Science; Math; Education

HRD-94-50074 New Jersey Institute of Technology Howard Kimmel, Principal Investigator "Science and Math Education for the Special Education Population" ABSTRACT Students with disabilities are able to participate fully and comfortably in science, engineering and math (SEM) programs if they are provided with appropriate instruction and access. However, teachers in regular science and math classes are not trained to include students with special needs in already overcrowded classrooms. These teachers are not prepared to handle the problems of children with special needs. Teaming of SEM teachers with individuals trained in meeting accessibility needs should reduce existing problems leading to full inclusion and participation of students with disabilities. New Jersey Institute of Technology (NJIT) proposes a project to meet the goal of strengthening science and math literacy and career opportunities of all students, including those with disabilities from racial minorities. NJIT plans to establish a comprehensive, long-term, training and assistance program in SEM curricula for pre-college teachers and counselors, their students with disabilities, and their parents. The project will demonstrate how science and math curricula can be adapted to meet the needs of these students. The project will work on team building and collaborative efforts among 60 counselors, 30 science and math teachers at the secondary level and 60 special education teachers at the elementary level. Four hundred and eighty special needs students will receive follow- up academic support in the classroom provided by specially trained NJIT graduate assistants. In addition, summ er SEM experiences will be offered to 36 minority disabled students. The goals of the program are to develop a program model that will: (a) promote positive and permanent changes in the academic climate to ensure full participation and inclusion in SEM subjects of elementary children with disabilities; (b) provide disabled elementary students access to SEM instructional materials, educational technologies and hands-on experiences; (c) encourage children with differing abilities, especially minorities, to pursue SEM careers by providing opportunities for interaction with practicing disabled SEM professionals; (d) encourage and facilitate smooth transition from one educational level to the next for students with disabilities; (e) stimulate interest in SEM subjects of fourth through sixth grade elementary minority children with differing abilities; and (f) inspire parents of minority disabled youngsters so that they may enable their children to undertake SEM courses and pursue appropriate careers. Eight areas of activity are planned for the three-year project. Faculty and students who participate in Year 1 will continue to h) 0*0*0* participate in subsequent years, and in years 2 and 3 additional cohorts of faculty and students will begin their participation. The eight areas of project activity are the following: (1) provide teams of secondary science and math teachers and elementary special education teachers three weeks of intensive classroom experience; (2) provide counselors in-service training on bridging mechanisms that facilitate educational transition in SEM courses, parental empowerment, and cooperative hands-on science and math instruction; (3) provide elementary minority disabled students with four weeks of intensive classroom experience in science, math, computer science and communication skills; (4) provide parents/guardians of disabled youngsters and counselors with workshops to disseminate information on existing services and programs available from federa l, state, local and community agencies, SEM course preparation and SEM careers; (5) provide academic classroom support for implementation of SEM instruction into special education classrooms; (6) provide elementary minority disabled students counseling seminars including interaction with practicing disabled SEM professionals; (7) provide faculty and graduate assistants with classroom training in cooperative teaching and learning methods, classroom climate and sensitivity issues; and (8) provide elementary disabled school children with information on existing precollege initiatives at NJIT and other colleges and universities. ***

HRD-94-50074新泽西理工学院霍华德基梅尔，首席研究员“科学和数学教育的特殊教育人口” 摘要残疾学生能够充分和舒适地参与科学，工程和数学（SEM）计划，如果他们提供适当的指导和访问。 然而，普通科学和数学课的教师没有接受过培训，无法将有特殊需要的学生纳入已经人满为患的教室。 这些教师不准备处理有特殊需要的儿童的问题。 将教育部的教师与在满足无障碍需求方面受过培训的个人合作，应减少现有的问题，从而使残疾学生充分融入和参与。 新泽西理工学院（NJIT）提出了一个项目，以实现加强所有学生，包括少数民族残疾学生的科学和数学素养和就业机会的目标。 NJIT计划建立一个全面的，长期的，培训和援助计划，在SEM课程的学前教师和辅导员，他们的残疾学生，和他们的父母。 该项目将展示如何调整科学和数学课程以满足这些学生的需求。 该项目将致力于60名辅导员、30名中学科学和数学教师以及60名小学特殊教育教师之间的团队建设和协作努力。 四百八十名有特殊需要的学生将在课堂上接受由经过专门培训的NJIT研究生助理提供的后续学术支持。 此外，将向36名少数民族残疾学生提供SEM总结经验。 该方案的目标是制定一个方案模式，将：（a）促进学术氛围的积极和永久性变化，以确保残疾儿童充分参与和融入小学教育和科学课程;（B）为残疾小学生提供获得教育和科学课程教材、教育技术和实践经验的机会;（c）提供机会，让残疾的教育、科学及文化专业人员与他们互动，鼓励能力不同的儿童，特别是少数民族儿童，从事教育、科学及文化专业的工作;鼓励和便利残疾学生从一个教育级别顺利过渡到下一个教育级别;激发具有不同能力的小学四至六年级少数民族儿童对教育、科学和文化科目的兴趣;及（f）启发少数族裔弱能青少年的家长，使他们能让子女修读教育统筹局课程及从事适当的职业。 为这个为期三年的项目规划了八个活动领域。 参加第一年的教师和学生将继续 h）的 0* 0*0 在随后的几年中参加，并在第二年和第三年的教师和学生的其他同伙将开始他们的参与。 项目活动的八个领域如下：（1）为中学科学和数学教师以及小学特殊教育教师提供为期三周的强化课堂经验;（2）为辅导员提供关于桥梁机制的在职培训，以促进教育转型，在SEM课程中，父母赋权，以及合作实践科学和数学教学;（3）为小学少数族裔残疾学生提供为期四周的科学、数学、计算机科学和沟通技能强化课堂体验;（4）为残疾青少年的父母/监护人和咨询人员举办讲习班，宣传联邦、州、地方和社区机构，SEM课程准备和SEM职业;（5）为特殊教育课堂实施SEM教学提供学术课堂支持;（6）提供小学少数民族残疾学生咨询研讨会，包括与残疾SEM专业人员的互动;（7）为教师和研究生助理提供合作教学方法、课堂气氛和敏感性问题方面的课堂培训;以及（8）为小学残疾学生提供有关NJIT和其他学院和大学现有的学前教育计划的信息。***