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首页> 外文期刊>Journal of research in science teaching >Lesson Study for Accessible Science: Building Expertise to Improve Practice in Inclusive Science Classrooms
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Lesson Study for Accessible Science: Building Expertise to Improve Practice in Inclusive Science Classrooms

机译：无障碍科学课程研究：建立专门知识以改善包容性科学课堂的实践

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摘要

The Lesson Study for Accessible Science (LSAS) project created middle school teams comprised of both science and special education teachers who engaged in collaborative work to improve instruction in inclusive classrooms. The intervention is based on Lesson Study, a professional development approach that originated in Japan, which supports the systematic examination of practice and student understanding. Using an experimental design, teams of teachers were randomly assigned to the LSAS intervention or to a wait-list comparison group. The results of this study suggest that science and special educators in the LSAS intervention were able to generate more accommodations for students with learning disabilities, and they increased their ability to set an instructional context and adapt an instructional plan to meet science learning goals for all students in an inclusive classroom. They did not, however, show significant increases in their knowledge of science content or learning disabilities.
机译：无障碍科学课研究（LSAS）项目创建了由科学和特殊教育老师组成的中学团队，他们从事协作工作以改善在包容性教室中的教学。干预措施基于“课业研究”课程，这是一种起源于日本的专业发展方法，支持系统地检查实践和学生的理解。使用实验设计，将教师团队随机分配到LSAS干预或等待列表比较组中。这项研究的结果表明，LSAS干预中的科学和特殊教育者能够为有学习障碍的学生提供更多的住宿环境，他们提高了他们设置教学环境和适应教学计划的能力，从而满足所有学生的科学学习目标在一个包容的教室里。但是，他们的科学内容或学习障碍知识并未显着增加。

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