ET
Spaulding, L. , & Flannagan, J. (2012). Dis2ect. Teaching Exceptional Children, 44(6), 6-14.
This article elucidates the DIS2ECT framework for inclusion of special needs students in a general education science curriculum.
D = Design. the design model for lessons is backwards planning, which involves 4 steps: 1. Know your learners; 2. Identify curricular agenda; 3. Design assessment framework; 4. Create learning activities.
I = Individualization. Provide students text at their reading levels, prepare for students’ problem areas (deductive reasoning given as an example), and prepare scaffolding and strategies for them.
S1 = Scaffolding. Provide bridges to understanding, guided inquiry, based on prior knowledge.
S2 = Strategies. Instruct students in a variety of approaches to solving problems.
E = Experiential Learning. Hands-on, discovery-based learning promotes excitement and deeper understanding than reading alone, and gives context for later reading.
C = Cooperative Learning. Students working together in partnership or small groups, sometimes with mutually dependent roles to fill, allows for new learning opportunities and also for social growth.
T = Teamwork. This refers to team efforts in teaching, between general and special education teachers. We apply the idea in this course to the collaboration between the teacher librarian and the classroom teacher.
Additionally, this article includes an example lesson plan for an 8th grade physical science lesson to illustrate the points. I really liked this article for its demystification of the trend for full inclusion of special ed students in general ed classrooms, and how it might be accomplished successfully.
No comments:
Post a Comment