WELCOME

Instructional
Adaptation in Math
and Science
Warm-up : Video Analysis

Watch and make

reflection and
realization of the video
clip.
Recap Week 10

Teaching Science to SPED

Principles
Barriers
Strategies
 Learning Targets:

Strategies in Science
Improving Science Comprehension
Visualization
Integrating Technology
Teaching aids
Use graphic organizers and visual
representations.

Teachers can prepare notes as

organizers for presentation
before, during, and after the
lesson. The notes can be outlines,
key ideas, critical questions, or
sentences with blanks for
students to complete.
Visual representations can be useful for students with difficulties in
processing and reading comprehension. Graphic organizers, tables, and charts
are helpful visual displays that can represent key ideas and their relationship
to each other.
Pictures that represent ideas can be beneficial for
comprehending and conceptualizing. Charts of
solids, liquids, and gases; acceleration graphs; and
diagrams of moon phases, for example, clarify the
concepts and their relationships.
Model behaviors and strategies you want
students to follow.

When teachers assign small-group tasks in the

elementary science class, it is helpful to
prepare students so that everyone has a
chance to participate.

Teachers can model appropriate strategies

such as measuring small objects with a ruler
prior to a group task involving classification of
plants by size.
Study Guide Use.

Prior to a science lesson,

teachers can create and
distribute study guides with
key questions, lists of main
ideas, and definitions.
Improving Science Comprehension
 Announce the work you’ll be doing in advance. This will help
the student mentally prepare for the lesson and not feel
“ambushed.”
 Make it easy to identify lab equipment. Keep workspaces
spaces neat and sparse. Use color codes for supplies and tools.
Enlist other students to help with cleanup, if necessary.
 Assign lab and homework projects according to ability.
Resolve to know how much your student can realistically
accomplish with a project; stay within a range that challenges but
doesn’t frustrate him or her.
 Discuss real-world applications of classroom
concepts. Students with disabilities can remember
real-world examples of science in action better than
abstract theory.
• Bargain with the student, if needed. Look for
mediums (i.e., speaking) where the student is stronger,
to offset weaker areas (i.e., writing). Provide the student
with flexibility in choosing assignments that meet the
lesson’s objectives
Visualization is central to learning,
especially in the sciences, for
students have to learn to navigate
within and between the modes of
representation.

It is therefore argued that students -

science students’ especially - must
become metacognitive in respect of
visualization, that they must show
what is term ‘metavisual capability’
Without a metavisual
capability, students find
great difficulty in being able
to undertake these
demanding tasks.

The development of
metavisual capability is
discussed in both theory
and practice
Visualizations are central to many
tasks, including instruction,
comprehension, and discovery in
science.

They serve to externalise

thought, facilitating memory,
information processing,
collaboration and other human
activities.

They use external elements and

spatial relations to convey spatial
Integrating technology into teaching
and learning is not a new challenge
for schools.

Since the 1900s, administrators and

faculty have grappled with how to
effectively use technical innovations
such as video and audio
recordings, email, and
teleconferencing to augment or
replace traditional instructional
delivery methods.
Technological and digital
literacy are two of the most
important subjects for students in
today’s schools.

Students are already bombarded

with digital information from
the internet, social media and
countless apps on “smart”
devices.
Science teachers can use many
modern technologies to great effect
in the classroom.

Computer software and tablet apps

have obvious applications in
classroom activities, but the
technologies inherent in
automated cameras, LCDs and
experiment monitoring systems
can also aid in science
education.
Many assistive technologies have been invented and are now used
to help students with disabilities in the inclusive classroom.

A perfect example is the equipment students with physical

disabilities use to participate in activities that their disability would
otherwise make difficult or impossible.

The most obvious example might be a student with paraplegia

using a wheelchair to move around the classroom. Or a student
with visual impairment might use a text-to-speech program or
text enlargement screen readers to read materials.
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