TY - JOUR
T1 - Inclusive Science Education
T2 - Classroom Teacher and Science Educator Experiences in CLASS Workshops
AU - Kirch, Susan A.
AU - Bargerhuff, Mary Ellen
AU - Turner, Heidi
AU - Wheatly, Michele
N1 - Funding Information:
The authors would like to thank Dais Akiba, Marcia Bagbhan, Angela Love, Mikki Malow‐Iroff, and Lee Ann Truesdell for helpful discussions and manuscript review. We would like to thank Beverly Grunden at the Statistical Consulting Center at Wright State University for her service. Finally, we would like to thank Greg Stefanich for his timely communications regarding the survey analysis and for sharing unpublished data. This work was supported in part by a grant from the National Science Foundation to M. Wheatly (DUE/CCE #9653121). Editors' Note:
Publisher Copyright:
2005 School Science and Mathematics Association.
PY - 2005/4
Y1 - 2005/4
N2 - Inclusion is the meaningful participation of students with disabilities in general education classrooms. The CLASS project (Creating Laboratory Access for Science Students) is a unique initiative offering training and resources to help educators provide students with a variety of physical, sensory and learning disabilities equal access in the science laboratory or field. To determine whether participants believed a 2-week residential workshop sponsored by CLASS raised disability awareness and provided teacher training in inclusive science teaching practice, a multipoint Likert scale survey and questionnaire was completed by all participants (N= 20) in four workshops. Participants reported large gains in their preparedness to teach science to students with disabilities. Participants also reported gains in their familiarity with instructional strategies, curricula, and resources and their ability to design, select, and modify activities for students with disabilities. Finally, shifts in attitudes about teaching science to students with disabilities were noted.
AB - Inclusion is the meaningful participation of students with disabilities in general education classrooms. The CLASS project (Creating Laboratory Access for Science Students) is a unique initiative offering training and resources to help educators provide students with a variety of physical, sensory and learning disabilities equal access in the science laboratory or field. To determine whether participants believed a 2-week residential workshop sponsored by CLASS raised disability awareness and provided teacher training in inclusive science teaching practice, a multipoint Likert scale survey and questionnaire was completed by all participants (N= 20) in four workshops. Participants reported large gains in their preparedness to teach science to students with disabilities. Participants also reported gains in their familiarity with instructional strategies, curricula, and resources and their ability to design, select, and modify activities for students with disabilities. Finally, shifts in attitudes about teaching science to students with disabilities were noted.
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U2 - 10.1111/j.1949-8594.2005.tb18157.x
DO - 10.1111/j.1949-8594.2005.tb18157.x
M3 - Article
AN - SCOPUS:34250312373
SN - 0036-6803
VL - 105
SP - 175
EP - 196
JO - School Science and Mathematics
JF - School Science and Mathematics
IS - 4
ER -