Miller, B. (2012). Ensuring meaningful access to the science curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 44(6), 16-25.
The author of this theoretical research article explored the inquiry method as an effective approach for teaching science to students with significant cognitive disabilities. The author further detailed the way in which educators can help students with disabilities access science curriculum through critical thinking skills and real-world applications.
The inquiry method consists of activities such as questioning, problem solving, adapting, and solving functional problems related to real-world situations. The author discusses the use of functional experiences, such as observing an experiment, and questioning to develop problem-solving skills in students. By participating in these activities, students will gain access to the general education science curriculum and be able to generalize concepts across other areas of their lives. The author suggested that integrating science content with functional life skills goals will help students to make connections and generalizations to their own lives, and learn how to critically observe and question the world around them. For example, students can use observations and questioning to learn how to effectively use public transportation, appropriately dress for the weather, and acquire vocational training skills (Miller, 2012, p. 22). Aspects of the inquiry method should be connected to age-appropriate science content standards so that students with disabilities have access to the general education science curriculum.
Educators can use the information from this article to develop lessons to allow students with disabilities to gain scientific knowledge. Educators should connect science lessons to real-world scenarios and allow students to have functional experiences, while facilitating effective questioning, observational techniques, and problem-solving skills in the classroom.
The author of this theoretical research article explored the inquiry method as an effective approach for teaching science to students with significant cognitive disabilities. The author further detailed the way in which educators can help students with disabilities access science curriculum through critical thinking skills and real-world applications.
The inquiry method consists of activities such as questioning, problem solving, adapting, and solving functional problems related to real-world situations. The author discusses the use of functional experiences, such as observing an experiment, and questioning to develop problem-solving skills in students. By participating in these activities, students will gain access to the general education science curriculum and be able to generalize concepts across other areas of their lives. The author suggested that integrating science content with functional life skills goals will help students to make connections and generalizations to their own lives, and learn how to critically observe and question the world around them. For example, students can use observations and questioning to learn how to effectively use public transportation, appropriately dress for the weather, and acquire vocational training skills (Miller, 2012, p. 22). Aspects of the inquiry method should be connected to age-appropriate science content standards so that students with disabilities have access to the general education science curriculum.
Educators can use the information from this article to develop lessons to allow students with disabilities to gain scientific knowledge. Educators should connect science lessons to real-world scenarios and allow students to have functional experiences, while facilitating effective questioning, observational techniques, and problem-solving skills in the classroom.