Chemistry and Special Education
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Pamela A. Riendl [1] ; Daniel T. Haworth [1]
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[1] Marquette University
Marquette University
City of Milwaukee, Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 72, Nº 11 (November), 1995, págs. 983-986
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Secondary and post-secondary science teachers are beginning to see increasing numbers of students with mild disabilities enrolled in their classes. These students can be classified as having one of a variety of mild disabilities that might impact the way they receive and process educational information. As a result of the passage in 1975 of PL 94-142, the Individuals with Disabilities Act (IDEA), disabled students now have the opportunity to receive special education in the public schools and to be placed in regular classrooms whenever possible. Very little information for science teachers is provided in teacher preparation courses or is available in the literature to offer concrete suggestions for teaching science to these students. This paper describes the political gains made in education for the disabled, identifies various types of mild disabilities, and suggests possible teaching interventions for the chemistry teacher who has a student with a mild disability.
