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

HRD-94-50074新泽西理工学院首席研究员霍华德·基梅尔“特殊教育群体的科学和数学教育”摘要残疾学生如果得到适当的指导和机会，能够充分和舒适地参与科学、工程和数学(SEM)计划。然而，普通科学和数学课的教师并没有接受培训，让已经人满为患的教室里有特殊需要的学生参与进来。这些教师没有准备好处理有特殊需要的儿童的问题。在满足无障碍需求方面经过培训的教师与个人合作，应减少现有问题，导致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，旨在实现加强所有学生，包括少数族裔残疾学生的科学和数学素养和职业机会的目标。NJIT计划为大学前教师和辅导员、他们的残疾学生和他们的父母建立一个全面的、长期的培训和援助计划。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。该项目将在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开展团队建设和协作努力。480名有特殊需要的学生将在课堂上接受由受过专门培训的NJIT研究生助理提供的后续学术支持。此外，还将为36名少数民族残疾学生提供总结经验。该方案的目标是开发一种方案模式，以：(A)促进学术氛围的积极和持久的变化，以确保小学残疾儿童充分参与和纳入教育结构调整科目；(B)向残疾小学生提供获得结构调整教育材料、教育技术和实践经验的机会；(C)通过提供与从事残疾结构调整的专业人员互动的机会，鼓励不同能力的儿童，特别是少数族裔，从事结构调整工作；(D)鼓励和促进残疾学生从一个教育级别顺利过渡到下一个教育级别；(E)激发不同能力的小学四至六年级少数族裔儿童对经济结构科目的兴趣；及(F)鼓励少数族裔残疾青少年的父母，使他们能够让子女修读经济结构课程和从事适当的职业。这个为期三年的项目计划开展八个领域的活动。参加第一年课程的教职员工和学生将在接下来的几年继续参加，第二年和第三年将有更多的教职员工和学生参加。项目活动的八个领域如下：(1)为中学科学和数学教师团队和小学特殊教育教师团队提供为期三周的强化课堂经验；(2)为辅导员提供在职培训，以促进基础结构课程的教育过渡、家长赋权和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强化课堂经验，内容包括科学、数学、计算机科学和沟通技能；(4)为残疾青少年的家长/监护人和辅导员提供工作坊，以传播L联合会、州、地方和社区机构提供的现有服务和计划的信息；(5)为将残疾儿童辅导引入特殊教育课堂提供学术课堂支持；(6)为小学少数族裔残疾学生辅导研讨会，包括与从事残疾教育的残疾学生专业人员的互动；(7)为教师和研究生助理提供课堂培训，介绍合作教学方法、课堂气氛和敏感性问题；以及(8)为小学残疾儿童提供信息，介绍新德里理工大学和其他学院和大学现有的大学前教育举措。***

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. ***