Using an early science curriculum to teach science vocabulary and concepts to students with severe developmental disabilities

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Bree Ann Jimenez, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Teaching academic content to students with severe developmental disabilitiesis a topic that has recently been debated, even though science content is oneof the academic areas that comprise a standards-based curriculum. Sciencecontent like other academic skills can be taught to this population usingforms of systematic instruction, a validated evidence-based practice. In thisstudy, three elementary aged students between 6 and 8 years old were taughtunits from an Early Science curriculum via inquiry-based lessons and effectswere measured by a multiple probe design across behaviors (units). Visualanalysis shows a functional relationship between the introduction of theintervention and a change in each participant’s responding. These successfuloutcomes are discussed in light of other comparable work, the practicalityof classroom teachers implementing similar lessons, social validity, andextending the knowledge-base of teaching science content to students withsevere developmental disabilities.

Additional Information

Education & Treatment of Children, 36(1), 1-31
Language: English
Date: 2013
Special Education, Science education, Science instruction, Developmental disabilities

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