Science and Mathematics to the Special Education Population

INTRODUCTION There is a critical need to restructure the methodology of teaching mathematics and science. The traditional way of teaching is through reading from the textbook and doing problems through rote memory of formula and facts. Hands-on experiences, when used, are only to verify "the facts" stated in the textbook. The situation is exacerbated for special education children. A shift to more dynamic and hands-on methods is required. An active, multi-sensory approach to science and mathematics can be effective for children with disabilities, as it is with any other child. The teacher who relies on reading and writing as the sole means of instruction presents all of his or her students with a disadvantage. Children with disabilities may need to carry out their explorations differently. Educational technology can be a powerful force for change in education. However, technology cannot be considered a panacea for educational reform (Kimmel and Deek, 1995). Technology, when properly used as an integral part of the curriculum and the instructional approach, can be a very effective tool for improving and enhancing instruction and learning experiences in the content areas involving all students in complex, authentic tasks. The use of technology in the classroom can give all students a learning environment that allows discovery and creativity through the use of computer visualizations, such as modeling and simulations, and has the potential to dramatically change the way we view science and mathematics. Opportunities can range from achieving greater independence and maximizing productivity to connecting with the virtual communities across the world and sharing information and ideas (O'Shea, Kimmel, and Novemsky, 1990). Special needs students can be provided with access to technologies that empower and enable them to be successful in an inclusive learning and working environment (Holzberg, 1995; Wiburg, 1995). Technology can support the kind of student learning advocated by current educational reform. However, enabling students to benefit from such tools goes beyond the availability of technology in school systems. Less than half of K-12 teachers have had adequate training in the use of technology for instruction to their students. The problem is exacerbated for special education teachers. Teachers must be ready and equipped to prepare and deliver instruction using new approaches which include technology, and hands-on and collaborative teaching. THE PROFESSIONAL DEVELOPMENT PROGRAM New Jersey Institute of Technology (NJIT), in cooperation with participating school districts, is developing an infrastructure that will help to facilitate the appropriate integration of instructional strategies and technologies in the science and mathematics curricula of elementary/middle schools involving special education populations. The training program, for teams of special education and regular classroom teachers, is designed as a teacher-centered, diagnostic, prescriptive program and is geared to the teachers' concerns and needs to best facilitate change. A computer-based instructional laboratory was created at NJIT to provide teachers with the necessary environment for exploring and testing new approaches and strategies. The establishment of a long-term structure for the continued improvement of science and math teaching and learning within the special education population is an important goal of this project. This restructuring must be systemic and comprehensive and include improvement of the physical learning environment, delivery of instruction, and the integration of educational technologies. This project aims to develop a cross-disciplinary elementary and middle school special education science and math curriculum that introduces the basic scientific and critical thinking skills, and uses conceptual themes to develop and reinforce these skills in all students. The curriculum is based on the recommendations of the National Council for Teachers of Mathematics standards (NCTM, 1989), the National Research Council (NRC, 1996), and the American Association for the Advancement of Science (AAAS, 1993). …