ERIC Number: EJ836934
Record Type: Journal
Publication Date: 2008-Oct
Abstractor: As Provided
Reference Count: 167
Science and Social Studies for Students with Disabilities
Scruggs, Thomas E.; Mastropieri, Margo A.; Okolo, Cynthia M.
Focus on Exceptional Children, v41 n2 p1 Oct 2008
Science and social studies have much to offer to all learners--including those with disabilities. However, instruction in these subjects has often been overlooked in the quest to better understand and improve leaning in English/language arts and mathematics. As we demonstrate in this paper, science and social studies help students attain skills, information, and dispositions that are important for success in school and everyday life. Furthermore, these subjects offer opportunities for students to learn and apply literacy and mathematics skills, engage in authentic problem solving and inquiry, and experience success in the general education classroom. We begin by discussing the nature of learning in science and social studies as well as the interaction of learners with the curriculum. We then review instructional practices for improving the performance of students with disabilities in each of these subject areas.
Descriptors: Disabilities, Educational Opportunities, Social Studies, Teaching Methods, Science Instruction, Special Needs Students, Skill Development, Student Development, Student Needs, Mathematics Skills, Reading Skills, Writing Skills, Problem Solving, Inquiry, Student Participation, Scientific Concepts, Hands on Science, Mnemonics, Science Curriculum, Science Experiments, Individualized Instruction, Special Education, Student Characteristics, Cognitive Development, Vocabulary Development, Instructional Materials, Discussion (Teaching Technique), Computer Uses in Education
Love Publishing Company. 9101 East Kenyon Avenue Suite 2200, Denver, CO 80237. Tel: 303-221-7333; Fax: 303-221-7444; e-mail: email@example.com; Web site: http://www.lovepublishing.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A