Teaching Science to Students with Learning and Other Disabilities: A Review of Topics and Subtopics Appearing in Experimental Research 1991-2015

Dionisios Vavougios, Alkistis Verevi, Panagiotis Papalexopoulos, Crystallia-Ioanna Verevi, Athanasia Panagopoulou

Abstract


Our article presents questions, topics and subtopics which researchers have in depth investigated from 1991 to 2015 concerning teaching science to students with learning disabilities and other difficulties. We searched two relevant databases and from the total number of the located articles, we had access to 53. We hereby present topics and subtopics that researchers chose to investigate in these articles in descending order of frequency and discuss their results. These topics and subtopics are: constructivism, exploratory learning, hands-on activities, cross-curricular projects, multiple means of representation, cognitive and social skills, group and peer learning, coursebooks, reading strategies, readability and students’ assessment. Fewer experimental researches investigate teacher education, teacher − researcher co-operation, education policy, school administration and curriculum structure. Such experimental investigations and interventions provide some answers to teacher training in higher education and education policy makers who sometimes perceive the question of “full inclusion, selective inclusion or excellency” as a dilemma, as an either-or proposition.


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DOI: https://doi.org/10.5430/ijhe.v5n4p268

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International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online)

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