PPD: Communication/Dissemination Project on Science Education Resources for Students with Disabilities

该项目是一项传播/信息传播活动，目标是教师、行政人员和教师教育工作者，以增进他们对残疾学生科学教学资源的了解和熟悉。该项目将继续与国家科学教师协会(NSTA)现有的联盟，以加强所有理科学生的公平。交付方式将是2000年4月5日至6日在佛罗里达州奥兰多举行的NSTA年会上展示的为期两天的会前计划，并在整个会议期间在展厅保留一个展位。该项目将教育为残疾学生提供服务的专业人员有关有效的资源和教学/评估策略。涉及的残疾领域将包括运动/矫形障碍、聋哑人和重听人、视觉障碍、学习障碍、认知障碍和行为障碍。将向该项目的所有参与者传播职业意识、教师教育、有效教学研究、教学方法、材料和方案、评价和评估以及教育组织和机构等领域的信息。拟议的努力将涉及立法授权(即1973年《康复法》；1990年《美国残疾人法》；1997年《残疾人教育法》)中教育工作者的责任，有关残疾学生科学机会的文献中反映的不平等现象，以及教师和教师教育工作者在为残疾学生进行科学教学方面的信息需求。

This project is a communication/information dissemination activity aimed at teachers, administrators and teacher educators to improve their knowledge and familiarity with resources for the teaching of science to students with disabilities. The project will continue an existing alliance with the National Science Teachers Association (NSTA) to enhance equity for all students in science. The mode of delivery will be a two-day preconference program presented at the NSTA annual meeting in Orlando, Florida, on April 5-6, 2000, and maintaining an exhibit booth in the exhibition hall throughout the meeting. The project will educate professionals providing services to students with disabilities about effective resources, and teaching/assessment strategies. The disability areas addressed will include motor/orthopedic impairments, deaf and hard of hearing, visual impairments, learning disabilities, cognitive impairments, and behavioral disabilities. Information in the areas of career awareness, teacher education, research on effective teaching, methods of instruction, materials and programs, evaluation and assessment, and educational organizations and agencies will be disseminated to all participants in the project. The proposed effort will address responsibilities of educators contained in legislative mandates (I.E. Rehabilitation Act, 1973; Americans with Disabilities Act, 1990, Individuals with Disabilities Education Act, 1997), inequities reflected in the literature concerning opportunities in science for students with disabilities, and informational needs of teachers and teacher educators in making science instruction responsive to students with disabilities.