Preparing Science Teachers for Inclusive Classrooms: Components of a Suggested Model for Science Teacher Training.

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Bibliographic Details
Title:	Preparing Science Teachers for Inclusive Classrooms: Components of a Suggested Model for Science Teacher Training.
Authors:	Szyjka, Sebastian Peter, Mumba, Frackson
Source:	Southeastern Teacher Education Journal. Fall2009, Vol. 2 Issue 4, p5-16. 12p.
Subject Terms:	Science education, Learning disabilities, Students with disabilities, Mainstreaming in special education, Special education, Mixed ability grouping (Education), General education, Learning strategies, Science teacher training
Abstract:	Science education teacher programs are not providing pre-service science teachers with the type of training needed to effectively teach students with disabilities in inclusive classrooms. Consequently, pre-service science teachers report that they feel unprepared for teaching science to such students. Described are the goals and philosophies of science education and special education, as well as how collaborative efforts between the two fields could serve as a means to enhance the strategies and techniques that pre-service science teachers could use as they teach in heterogeneous classrooms. The guidelines in this model have been developed by synthesizing relevant studies on integrating special education into general teacher education programs. Science teacher educators must willingly instill the awareness that teaching students with learning disabilities in regular science classroom contexts is inevitable, and that simply ignoring or under representing the issue in teacher training only serves to mislead future science teachers to the possibility of conditions. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Science education teacher programs are not providing pre-service science teachers with the type of training needed to effectively teach students with disabilities in inclusive classrooms. Consequently, pre-service science teachers report that they feel unprepared for teaching science to such students. Described are the goals and philosophies of science education and special education, as well as how collaborative efforts between the two fields could serve as a means to enhance the strategies and techniques that pre-service science teachers could use as they teach in heterogeneous classrooms. The guidelines in this model have been developed by synthesizing relevant studies on integrating special education into general teacher education programs. Science teacher educators must willingly instill the awareness that teaching students with learning disabilities in regular science classroom contexts is inevitable, and that simply ignoring or under representing the issue in teacher training only serves to mislead future science teachers to the possibility of conditions. [ABSTRACT FROM AUTHOR]
ISSN:	19453744