Science and Students with Mild Disabilities

Autor:	James H. Miller, John F. Cawley, Teresa E. Foley
Rok vydání:	2003
Předmět:	050103 clinical psychology Universal design 05 social sciences Primary education 050301 education General education Universal design for instruction Science education Education Clinical Psychology Framing (social sciences) ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Mathematics education 0501 psychology and cognitive sciences School level Psychology 0503 education Curriculum
Zdroj:	Intervention in School and Clinic. 38:160-171
ISSN:	1538-4810 1053-4512
Popis:	This article presents a framework for science programming at the elementary school level by incorporating the principles of universal design. Adherence to the principles of universal design shows promise for (a) increasing access to the general education curriculum, (b) enhancing student progress in science, and (c) framing the general education curriculum to make it more appropriate for students with disabilities (Orkwis, 1999). Five models of elementary school science are reviewed, with an emphasis on the principles of universal design: spiral, intensified, theme-based, integrated, and multiple-option. The multiple-option curriculum as exemplified by Science for All Children both meets the criteria and expands on the principles of universal design.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::583396a57ca89dedf6319c7c65d93de0 https://doi.org/10.1177/10534512030380030501 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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