ID/PPD: Systemic Assistance for Teaching Science to Students with Disabilities (SATSSD)

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Proposal # HRD 95-53325 University of Northern Iowa Gregory Stefanich, Principal Investigator "The Curriculum Development in Teaching Science to Students with Disabilities Project" ABSTRACT The Curriculum Development in Teaching Science to Students with Disabilities (CDTSSD) project is a two-year effort designed to provide training to teachers and teacher educators to improve their skills and knowledge in teaching science to students with disabilities. The project will train professionals who provide services to students with disabilities about effective resources and teaching/assessment strategies. Participants will be exposed to effective instructional practice through model hands-on, multi-modality science lessons, which will include the use of adaptive materials and suggestions for accommodating students with disabilities. The disability areas addressed will include motor/orthopedic impairments, deaf and hard of hearing, visual impairments, learning disabilities, cognitive impairments, and behavioral disabilities. The project will use a "training the trainers" approach. It will begin with the development of training materials: an in-service training module consisting of a publication entitled Guidelines for Teaching Students With Disabilities, print materials and video tapes related to providing services to students with disabilities in the regular science classroom, and hands-on science investigations that will allow trainers to demonstrate five proven methods of delivering science instruction with accommodations to students with disabilities. These materials will be tested and disseminated through two routes: 1. Training of science educators and content specialists in higher education. The mode of delivery will be pre-conference programs presented at NSTA and AETS (1997-1998), Annual Meetings. Participants in the sessions will be required to prepare an action plan and deliver a program for faculty and staf f at their institution of employment. 2. Training of science teacher/special education teacher teams in a geographical region where access to specialists is limited. Collaboration of science teachers and special educators as active teams will strengthen the base of expertise and services to students with disabilities in science education. Participants in these sessions will be required to prepare an action plan and will deliver a program for teachers at their teaching location.