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Adapting Science Education for Hearing Impaired Students in a Moderate-to-Severe Special Education Middle School Classroom

机译：在中等至重度的特殊教育中学课堂上为听障学生适应科学教育

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摘要

The project included taking an existing science unit from the Full Option Science System (FOSS) and creating a list of adaptations for students with a hearing impairment in a moderate to severe special day class (SDC) in a middle school. The selected unit, "Plants," was designed for the second grade general education population. The first modification is the level selected, so that it would more appropriately match the cognitive level of the middle school students. Lessons were examined and the researcher determined which adaptations would be utilized for students with a hearing impairment. Students with a hearing impairment often miss content because teachers are unaware of their needs and need for continuous adaptations throughout the lessons. The purpose of adding adaptations to each lesson was to make the science content accessible to students with a hearing impairment, who are cognitively delayed as well. These adaptations also apply to the Universal Design for Learning (UDL) for all students. Specialized staff with appropriate knowledge and experience reviewed the adapted lessons and completed a questionnaire including recommendations. Feedback was used to improve the accessibility of the science content and to improve the usability for teachers.
机译：该项目包括从Full Option科学系统（FOSS）中提取一个现有的科学部门，并为中学的中度至重度特殊日班（SDC）中有听力障碍的学生创建适应清单。所选单位“植物”是为二年级通识教育人口设计的。第一个修改是所选的水平，以便它更适合匹配中学生的认知水平。研究了经验教训，研究人员确定了哪些改编将用于有听力障碍的学生。听力障碍的学生经常会错过内容，因为老师没有意识到他们的需求，并且在整个课程中都需要不断地适应。在每节课中添加适应内容的目的是使听力受损的学生（也有认知障碍的学生）可以获取科学内容。这些改编也适用于所有学生的通用学习设计（UDL）。具有适当知识和经验的专业员工审核了改编的课程，并完成了包括建议的问卷调查。反馈用于改善科学内容的可访问性，并提高教师的可用性。

著录项

  • 作者

    de Jonge, Maureen H.;

  • 作者单位

    California State University, Long Beach.;

  • 授予单位 California State University, Long Beach.;
  • 学科 Science education.
  • 学位 M.S.
  • 年度 2018
  • 页码 91 p.
  • 总页数 91
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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