5 Weeks

at Rickover Naval Academy

Hopes

Teach

Lesson planning

Differentiated

Instruction

Collaboration

Constructivism

Reality Special Educator floated

Curriculum-centered instruction Few cooperative opportunities

No collaboration Modifications to assessments only

What did I do for 5 weeks???

After school tutoring from 3 to 4 Small group instruction during pull-out sessions Individual instruction Collaborated on 5 IEPs Attended 5 IEP meetings Conducted 10 transition interviews Worked on transition benchmarks with 10 students Proctored standardized and curriculum-based assessments Modified assessments Graded tests Attended professional development seminars Wrote progress reports Collected behavior data Accommodated students in the classroom Floated in Physics (X2) , Algebra (X2) and Language Arts

(X1)

Who Were My Students?

Freshmen

20 Total with IEPs or 504s

11 on my caseload

9 have LD

7 with V/A learning styles

Literature Review Including Students With Disabilities Into

the General Education Science Classroom• “The science class is potentially one of the more

promising classes in which to provide an appropriate education in the LRE because it has the capability (a) to allow students to interact, share, and collaborate during their learning experiences; (b) for teachers and students to assist one another during instructional activities, and (c) to offer a variety of multimedia opportunities for learning and performance” (Cawley, Hayden, & Baker-Kroczynski, 2002, p. 426).

Literature Review The Inclusion Classroom:

Mathematics and Science Instruction for Students With Learning Disabilities• “In…science, students with learning

disabilities frequently have difficulty with computation, problem solving, terminology, making inferences, and integrating new and prior knowledge. Memory, motor, and attention deficits are also common…” (Jarrett, 1999, p. 3).

Reccommendations Gen Ed and Sped Collaboration Cooperative Learning Groups Create Learning Experiences Adapt Textbooks for Learning Inquiry-Based Learning

Break Down Lessons explicitly states purpose Includes students’ interests & styles Provides first-hand experience Allows generalization of content

learned Teacher modeling & scaffolding Group work Reduce language and literacy

demands Teachers co-teach and co-plan Use multimedia

References Cawley, J., Hayden, S., Cade, E., & Baker-Kroczynski, S. (2002). Including students with

disabilities into the general education science classroom. Exceptional Children, 68(4), 423-435.   Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books

.   Jarrett, D. (1999). The inclusive classroom: Mathematics and science instruction for students

with learning disabilities. Portland, OR: Northwest Regional Education Laboratory.   Kroeger, S. D., Burton, C., & Preston, C. (2009). Integrating evidence-based practices in middle

science reading. Teaching Exceptional Children, 41(3), 6-15.   LDA Education Committee. (2004). Differentiated instruction. Retrieved from

http://www.ldaamerica.org/news/DIFFERENTIATED_INSTRUCTION.asp   Lynch, S., Taymans, J., Watson, W. A., Ochsendorf, R. J. Pyke, C., & Szesze, M. J. (2007).

Effectiveness of a highly rated science curriculum unit for students with disabilities in general education classrooms. Exceptional Children, 73(2), 202-223.

  Maroney, S. A., Finson, K. D., Beaver, J. B., & Jensen, M. M. (2003). Preparing for successful

inquiry in inclusive science classrooms. Teaching Exceptional Children, 36(1), 18-25.