NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED463969
Record Type: RIE
Publication Date: 2002-Apr
Pages: 39
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Preparing Prospective Teachers To Teach Students with Developmental Delays in Science: A Moral Perspective.
McGinnis, J. Randy
In the context of science, teachers reported reluctance to teach students with special needs, a university science teacher educator decided there was a need to conduct practitioner-research in an undergraduate, elementary/middle level teacher preparation program. Two courses were investigated. The first course was a general pedagogy course focusing on models and principles of teaching. This course was taught collaboratively by the science educator and a university special educator, and enrolled both general education majors and special education majors. The second course was an elementary/middle level science methods course that consisted of only general education majors. In both courses, the science teacher educator's goal was to assist threshold teachers (both general and special education majors nearing the completion of their teacher preparation programs) in developing the necessary competencies and perspective to meet the needs of their future students with disabilities, particularly those with developmental delays, in inquiry-based science classrooms. A strategy selected to achieve this goal was collaboration between the regular educator and a special educator. Collaboration was identified as especially helpful in planning and delivering effective science education to all students with disabilities. Another strategy selected was the use of a researcher-crafted scenario that depicted a student with a mental disability who had an Individualized Education Plan (IEP). Of particular interest to the science educator in both courses was to challenge by argument (ethically and morally) the cultural stigma of mental retardation as a possible reason for teachers' inclusion/exclusion decision making in the general inquiry-based science classroom. This study brings theory and practice together in praxis. Of paramount interest is an examination of the interrelations of theory, pedagogy, and the struggle for social justice. (MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Maryland Univ., College Park. Dept. of Curriculum and Instruction.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (New Orleans, LA, April 6-10, 2002)