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Intervention in School and Clinic
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Using an Activities-Based Approach to Teach Science to Students with Disabilities

Spencer J. Salend

Spencer J. Salend, EdD, is a professor of special education in the Department of Educational Studies at the State University of New York at New Paltz. His research interests relate to educating students with disabilities in general education classrooms and meeting the educational needs of students from culturally and linguistically diverse backgrounds, including migrant students with disabilities. Address: Spencer J. Salend, Department of Educational Studies, SUNY at New Paltz, 75 South Manheim Blvd., New Paltz, NY 12561.

Reports have called upon our nation's schools to make science literacy a reality for all students, including those with disabilities. Although educators, parents, and administrators have recognized the importance of science education for students with disabilities, recent research has indicated that many of them receive very little instruction in science—or none. When teachers employ instructional adaptations based on effective practices, students with disabilities can learn and master science content in the general education curriculum. This article provides educators with guidelines for enhancing their science instruction for students with disabilities by adapting, implementing, and assessing the effectiveness of an activities-based approach.

Intervention in School and Clinic, Vol. 34, No. 2, 67-72 (1998)
DOI: 10.1177/105345129803400201
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