The Next Generation Science Standards present a bold vision for meaningful, quality science experiences for all students. Yet students with disabilities continue to underperform on standardized assessments while persons with disabilities remain underrepresented in science fields. Paramount among the factors contributing to this disparity is that science teachers are underprepared to teach students with disabilities while special education teachers are similarly ill-prepared to teach science. This situation creates a pedagogical and moral dilemma of placing teachers in classrooms without ample preparation, thereby guaranteeing attitudinal and practical barriers. To address this challenge, the authors of this manuscript developed a novel project in which, through voluntary participation, members of Ohio University’s National Science Teachers Association student chapter co-planned and co-taught inclusive science lessons with members of the university’s Student Council for Exceptional Children at the Ohio Valley Museum of Discovery, a local hands-on discovery museum. This manuscript describes the motivation for, methods, and findings from the project, as well as recommendations for other programs wishing to implement a similar model.
Promoting “Science for All” Through Teacher Candidate Collaboration and Community Engagement
- Categories: Early Childhood Education, Elementary Education, High School, Integrated STEM, Middle School, and Preservice Teacher Preparation
- Publication: Issue 2 and Volume 3