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Supporting Special Education Students in Science

Learn a variety of techniques to help your special education students overcome challenges to enjoy success in science.
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Overcoming Obstacles to Success in the Science Classroom
What specific techniques benefit special education students in the science classroom? Strategies designed to increase classroom success for special education students are based on sound instructional methodology, and thus have potential benefits for all students.
When integrating the strategies suggested below, teachers must remember that the term "special education" is applied to students having a wide range of disabilities existing on a continuum from moderate to extreme. Instructors should consider individual needs and learning preferences when implementing strategies.

 Dealing with Issues Related to Attention

  • Split up large chunks of instruction, particularly experimental procedures, into small parts. Have students repeat directions in their own words.
  • Integrate hands-on instruction with traditional methods. Switching to a different instructional modality can re-focus wandering attention.
  • Use laboratory time for one-on-one instruction. Speaking with a student individually is a powerful tool for focusing attention.
  • Find ways to integrate topics interesting to students. Encourage expression of opinion and discussion.
  • Consider seating arrangements. There is no "right" seat for a student with a given disability. A student with difficulty focusing may experience increased success if seated away from high-traffic areas.
  • Incorporate body posture changes. Sitting straight up in a chair might not prove the most effective learning posture, particularly for students with Attention Deficit Disorder.
Dealing with Issues Related to Information Processing and Communication
  • Communicate information in multiple formats. Students may process information more effectively in an oral, visual, or kinesthetic framework.
  • Write lab procedures in large, legible print. The blackboard or other communication medium should not be cluttered with irrelevant information.
  • Coincide verbal directions with demonstration whenever possible. Procedures such as lighting a burner and using a balance must be demonstrated and practiced for mastery.
  • Clearly label laboratory equipment. Color coding materials may enhance identification.
  • Develop cue cards which outline, in written or pictorial form, major procedural steps. Prominently display cards in sequential order.
  • Utilize multiple assessment tools. Students with disabilities may communicate understanding effectively through presentations, demonstrations, lab work, and the creation of portfolios.
Dealing with Issues Related to Organization
  • Maintain a clean, organized laboratory. Clutter is an additional obstacle for students already struggling with organization.
  • Maintain consistent places in the lab for supplies and equipment. Clearly label these stations.
  • Establish and constantly reinforce techniques for often-used procedures, such as cleaning and returning lab materials, using goggles, and using specific lab equipment.
Dealing with Issues Related to Social Interaction
  • Create a climate of acceptance by modeling patience and tolerance. Students must feel comfortable asking questions and expressing opinions in the science classroom.
  • Build laboratory and cooperative learning groups carefully. Students with disabilities must be grouped with students who will allow them to participate and use their strengths, but who are also willing to cooperate with their areas of difficulty.
Dealing with Issues Related to Time and Making Transitions
  • Provide an initial orientation to laboratory organization, equipment, and procedures. Make this instruction ongoing throughout the year, ensuring understanding of existing structures, and incorporating new techniques and equipment as needed.
  • Make students aware of time limits before and during laboratory exercises and small group work.
  • Warn students a few minutes before the scheduled ending of an activity. This eases transition from one activity to another, and forces the group to come to closure.
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