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

北爱荷华大学Gregory Stefanich，残疾学生科学教学课程开发（CDTSSD）项目是一个为期两年的项目，旨在为教师和教师教育工作者提供培训，以提高他们在残疾学生科学教学方面的技能和知识。该计划将培训为残疾学生提供服务的专业人员，使他们了解有效的资源和教学/评估策略。参与者将接触到有效的教学实践，通过模型动手，多模式的科学课程，其中将包括适应性材料的使用和建议，以适应残疾学生。讨论的残疾领域将包括运动/矫形障碍、失聪和重听、视觉障碍、学习障碍、认知障碍和行为障碍。该项目将采用“培训培训师”的方法。首先将开发培训材料：一个在职培训模块，包括题为《残疾学生教学指南》的出版物、与在常规科学课堂上为残疾学生提供服务有关的印刷材料和录像带，以及实践科学调查，使培训人员能够展示向残疾学生提供便利的科学教学的五种经过验证的方法。这些材料将通过两条途径进行检验和分发：培养高等教育中的科学教育工作者和内容专家。交付方式将是在NSTA和AETS（1997-1998）年度会议上提出的会前计划。会议参与者将被要求准备一份行动计划，并为其就业机构的教职员工提供一个项目。2. 在接触专家机会有限的地理区域培训科学教师/特殊教育教师队伍。科学教师和特殊教育工作者作为积极团队的合作将加强在科学教育方面为残疾学生提供专业知识和服务的基础。这些课程的参与者将被要求准备一份行动计划，并将在他们的教学地点为教师提供一个项目。

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.