Lab_13 for Children with Special Educational Needs - Lab_13 SEN

我们的目标是建立一个原则，即科学探究是所有学龄学生的权利，无论能力或特殊教育需要。通过引入Lab_13作为学生管理和探究主导的学校科学调查，研究和实验的模型，我们的目标是激发好奇心和对科学理解的胃口。Lab_13是学生学习如何成为科学家以及学习科学的空间；我们的目标是向各种能力和教育需求的学生介绍科学能力，并庆祝他们的兴趣和专业知识。这些目标/成果/影响将阐述如下：该计划旨在产生以下长期影响：a)在科学教育和传播部门广泛认识到，实践和以探究为基础的科学教育是所有人的权利；b)平等地认识到，鼓励各种背景和能力的年轻人（包括有特殊教育背景的儿童）将自己视为科学真理的研究者、提问者和询问者，具有内在价值；c)一个著名的认识，即特殊教育学生可以以每个参与科学教育的人都可以学习的方式揭示见解和专业知识。七年来，Lab_13因其对科学教学新实践的贡献而得到了该领域专家的认可，尤其是在小学领域。学生们已经成为年轻的科学家，能够进行自己的研究，熟练使用科学仪器，并有信心以口头和书面形式分享他们的发现。(Brian Cartwright， HMI国家负责人，科学：良好的实践例子：学校。Irchester社区小学（2015年3月）。通过提供一种以探究为主导的新方法，Lab_13激励学生将自己视为科学家，将科学作为未来可能的职业，和/或终身兴趣。对于有特殊教育需要（SEN）儿童的学校，我们的目标是探索和揭示Lab_13如何为学习增加价值，特别是对于语言交流有限的儿童。在英国教育标准局的最佳实践研究和检查中，Lab_13已经得到了强调，并且在初级科学质量标志和威康信托基金会的研究中明确提到了它。我们的目标是让Lab_13成为SEN学校投资组合中一个有吸引力的特征。支持Lab_13学校，农村和内城的小学；诺丁汉的中学（在皇家化学学会的项目中）和加纳的学校（与光年基金会合作）。每周有超过1000名学生参加Lab_13的活动。自从2008年开设第一个Lab_13以来，其他学校也开始接洽Ignite！询问如何建立自己的Lab_13，我们的目标是扩大网络的范围，包括特殊教育学校。我们对初级阶段的关注得到了aspire研究（Archer等人，2013年及正在进行中）结果的肯定，该研究早在6年级就确定了对STEM科目的形成态度（大多数学生说他们不认为自己是科学家）。威康信托基金会的教育报告《初级科学——它被忽视了吗？》也强调了初级干预的重要性。（2014年9月），基于包括Lab_13模型案例研究在内的研究。现在，我们的目标是探索Lab_13模型在特殊教育背景下的STEM学习潜力；与我们的合作伙伴光年基金会共同开发感官科学项目，以补充这一模式；记录和分享这一试点阶段的成果；并促进STEM教育界认识到追求科学探究是所有学生的能力和学习权利的影响。

We aim to establish a principle that science enquiry is an entitlement for all pupils of school age, regardless of ability or statement of Special Educational Need. By introducing Lab_13 as a model for student-managed and enquiry-led science investigations, research and experiments in schools, we aim to spark curiosity and an appetite for science understanding. Lab_13 is a space where pupils learn how to be scientists as well as learning science; and we aim to introduce pupils of all abilities and educational needs to scientific competencies and to celebrate their interest and expertise. These aims/outcomes/impact will be articulated as follows:The programme is designed to have the longer term impact of: a) widespread recognition in the science education and communication sector that a practical and enquiry-based science education is an entitlement for all; b) an equal recognition that there is intrinsic value in encouraging young people of all backgrounds and abilities (including SEN statemented children) to regard themselves as researchers, questioners and enquirers after scientific truth; and c) a celebrated recognition that SEN students can reveal insights and expertise in ways that everyone involved in science education can learn from. Over seven years Lab_13 has been acknowledged by experts in the field for its contribution to new practice in science teaching and learning, most strikingly in the primary sector. 'Pupils have become young scientists, capable of carrying out their own enquiries, skilled at using scientific apparatus and confident in sharing their findings orally and in writing.' (Brian Cartwright, HMI National Lead, Science: Good practice example: Schools. Irchester Community Primary School March 2015). By offering a new enquiry-led approach, Lab_13 inspires pupils to see themselves as scientists, with a future in science as a possible career, and/or as a life-long interest.For schools for children with Special Educational Needs (SEN) our aim is to explore and reveal how Lab_13 adds value to learning, especially for children with limited verbal communication. Already Lab_13 is highlighted in an Ofsted best practice study and in its inspections, and it has been explicitly mentioned in awards given by Primary Science Quality Mark and in studies by Wellcome Trust. We aim to make strong case for Lab_13 becoming an attractive feature of an SEN school's portfolio.Ignite! supports a diverse group of Lab_13 schools, primary schools in rural and inner cities; secondary schools in Nottingham (in a Royal Society of Chemistry programme) and schools in Ghana in a collaboration with Lightyear Foundation. Together they have more than 1,000 pupils accessing Lab_13 activities each week. Since the first Lab_13 opened in 2008 other schools have approached Ignite! asking how to start their own Lab_13 and our aim here is to broaden the range of the network to include SEN schools. Our focus on the primary phase is affirmed by the outcomes of the ASPIRES research (Archer et al, 2013 and ongoing) where formative attitudes towards STEM subjects were identified as early as Year 6, (with most pupils saying they did not see themselves as scientists). The importance of primary interventions is also highlighted in the Wellcome Trust's Education report Primary Science - Is It Missing Out? (September 2014) based, in turn, on research that included a case study of the Lab_13 model.Now our aim to explore the potential for STEM learning of the model of Lab_13 in the context of SEN schools; to supplement this model with development of the Sensory Science programme with our partners, Lightyear Foundation; to document and share the outcomes from this pilot phase; and to promote an impact across the STEM education community of the recognition that pursuing science enquiry is within the capability and is a learning entitlement of all pupils.