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ERIC Number: ED463109
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
What Can I Use Tomorrow? Strategies for Accessible Math and Science Curriculum for Diverse Learners in Rural Schools.
Salyer, B. Keith; Curran, Christina; Thyfault, Alberta
Increased requirements for inclusion have created a growing demand for special educators to have content expertise in areas such as math and science. One recommended practice involves integrating the "big ideas" that are the foundation for understanding mathematics and science across the curriculum. Teachers also need to create a classroom climate that is supportive and content rich. Grouping students into pairs or triads supports student needs. Special educators can collaborate with other teachers by creating a bank of instructional activities on selected math and science topics. Collaborative strategies can be modeled through peer tutoring. Students should be encouraged to explore metacognitive thinking styles so they can apply metacognitive strategies to their daily lives. Skills outlined by standards should be presented in an order that makes sense to students in terms of context and cognitive organization. Nine steps are outlined for presenting content in an effective instructional sequence. Math and science textbooks require grade-level or above literacy skills. Many students, including those with disabilities, will benefit from study guides and outlines, graphic organizers, an introduction to key terms, audiotapes, and other assistive technology devices. Challenges to rural educators include inadequate resources and professional isolation. Advantages to rural educators include more cohesive groups of parents, teachers, and community members. Sidebars present practical tips and strategies for each topic discussed. (Contains 36 references). (TD)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A