TY - JOUR
T1 - Reducing Language Barriers in Science for Students with Special Educational Needs
AU - Boyle, Susannah
AU - Rizzo, Karen L.
AU - Taylor, Jonte C.
N1 - Publisher Copyright:
© BOYLE, RIZZO AND TAYLOR, 2020.
PY - 2020
Y1 - 2020
N2 - An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies.
AB - An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies.
UR - http://www.scopus.com/inward/record.url?scp=85144108748&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85144108748&partnerID=8YFLogxK
U2 - 10.1163/23641177-bja10006
DO - 10.1163/23641177-bja10006
M3 - Article
AN - SCOPUS:85144108748
SN - 2364-1177
VL - 6
SP - 364
EP - 387
JO - Asia-Pacific Science Education
JF - Asia-Pacific Science Education
IS - 2
ER -