Once again the authors of Teaching Science as Inquiry deliver and provide a wealth of important information on science for all learners. They offer wonderful tips and practical ways to teach students with a variety of special learning needs. I like the learning standard offered by Dr. Edwin Ellis in his teaching model, Makes Sense Strategies (p. 259). The notion of “watering up” not “watering down” is important for all teachers to keep in mind. You should expect more of your students, not less. I also like the idea of “think sheets” and semantic maps in assisting students with learning strategies.
The suggestions listed for LD learners are helpful: using activities-based science (evidenced by the Scruggs study); intensive scaffolding; learning strategies; visual presentations; multimedia in general; mnemonics; and graphic organizers (p. 256). Much like “sheltered instruction,” mentioned in terms of ELL students, I find that what works well for these students works well for all students. I have often created something for special learners that I end up using with the whole class. Also, don’t miss the website mentioned in the text: http://www.as.wvu.edu/~scidis/sitemap.html. It is great.
I’m a little confused how “language objectives” work (p. 269) and a little concerned how it will be working with an IEP. I haven’t had the experience yet. It seems a little overwhelming to consider all the different ways in which children learn, but comforting to know that it has always been like that. Even before IDEA and NCLB, teachers have had to be creative in educating children because, as the authors remind us, “each child is unique.”
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