ERIC Number: EJ1046693
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes
Kahn, Sami; Lewis, Anna R.
Journal of Science Teacher Education, v25 n8 p885-910 Dec 2014
Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess the current state of what could be facilitative or inhibitory influences, a national online survey to which 1,088 K-12 science teachers responded was conducted. Mixed methods' analyses suggest that science teachers receive little formal training and feel underprepared to teach students with disabilities. Results identify specific gaps in science teachers' education, as well as attitudinal and institutional barriers that may inhibit students with disabilities' success. However, science teachers remain highly receptive to training and collaboration. Implications for science teacher education are discussed.
Descriptors: Teacher Attitudes, Science Instruction, Teacher Education, Standardized Tests, Barriers, Inclusion, Science Teachers, Teacher Collaboration, Science Achievement, Mixed Methods Research, Online Surveys, Elementary Secondary Education
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A