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ERIC Number: EJ775099
Record Type: Journal
Publication Date: 2007
Pages: 7
Abstractor: Author
Reference Count: 27
ISSN: ISSN-1540-7969
Review of Studies with Students with Significant Cognitive Disabilities Which Link to Science Standards
Courtade, Ginevra R.; Spooner, Fred; Browder, Diane M.
Research and Practice for Persons with Severe Disabilities (RPSD), v32 n1 p43-49 2007
A comprehensive review of research was conducted on teaching science to students with significant cognitive disabilities. Guidelines from the National Science Education Standards were used to identify categories of studies based on the strands of science. A total of 11 studies were identified from the 20 years of literature searched. In general, work in the area of science is sparse for students with significant cognitive disabilities. Eight of the 11 studies fell in Content Standard F: Science in Personal and Social Perspectives. Single subject experimental designs were the methodology used in all of the studies and outcomes suggest that this population benefits from instruction in highly specific skills with modeling and errorless learning strategies like time delay. The interventions found in the 11 studies that linked to science incorporated systematic response prompting methods similar to those found in evidence-based reading and math research for students with significant cognitive disabilities. Additional research is needed to identify methods to teach science to this population that includes both broader content and additional skills that link to state standards. (Contains 2 tables and 1 footnote.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A