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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

ERIC Number: ED253393
Record Type: RIE
Publication Date: 1983
Pages: 79
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teaching the Physically Disabled in the Mainstream Science Class at the Secondary and College Levels. Resource Book.
Keller, E. C., Jr.; And Others
This four-chapter resource book provides both general and specific state-of-the-art information on the various technologies and strategies available to educators of physically handicapped students in "regular" junior/senior high school and college science classrooms. It provides information about accommodating students with physical impairments so that they may function in a manner as similar as possible to their non-handicapped peers within the educational system. Chapter I introduces the book by considering the special needs of the disabled student in the regular classroom, examining the purpose and structure of the book, and outlining science teaching goals and methods. Chapters II, III, and IV focus, respectively, on the hearing, visual, and motor/orthopedically disabled. Each chapter includes sections which discuss the nature and general causes of the impairment and general facilitative strategies. In addition, each chapter includes a section with a list of mitigative strategies keyed to the seven common teaching methods in science. These methods include teacher presentation, laboratory exercises, reading assignments, discussion and group work, audiovisual/tactile techniques, research problems, and field trips. (JN)
PRINTECH, 1125 University Ave., Morgantown, WV 26505 ($6.50 each; quantity price negotiable).
Publication Type: Reference Materials - General; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Identifiers: National Science Foundation
Note: Page 67 of this document is written in Braille. It