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Progress Monitoring to Support Science Learning for All Students
Journal article   Peer reviewed

Progress Monitoring to Support Science Learning for All Students

Kimberly J. Vannest, Denise A. Soares, Stacey L. Smith and Lauren E. Williams
Teaching exceptional children, Vol.44(6), pp.66-72
07/2012
DOI: https://doi.org/10.1177/004005991204400607
Web of Science ID: WOS:000453572100007

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Abstract

Excerpt - Students with disabilities typically receive science instruction in general education classrooms—sometimes with support from special education co-teachers or instructional aides, some-times with pullout or as-needed services for long or difficult assignments or tests, and sometimes with an accommodations or modification page clipped to a note or file. Variations of these program types are commonly seen in middle-school and high-school settings. Science teachers and co-teachers may experience the challenges of a“class within a class” where students with learning and behavioral challenges are sometimes unintentionally segregated into study groups or small group instruction while the larger class moves ahead in the curriculum.Partnering with exceptional teachers willing to creatively modify and adapt assignments and instruction to meet the needs of the diversity in their class-rooms is not always enough. Too often,students do not learn enough content.Use of manipulative materials and hands-on demonstrations do not always translate well to the end-of-course or the state standardized exams the students need to pass. Because many students are also second language learners, there is an added dimension of complexity in acquiring and demonstrating content area knowledge. These sentiments are all too common across schools in the United States. So how do we better teach and monitor the learning of our students with disabilities in content area class-rooms?

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