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Graphical Abstract
Abstract
Students with special needs traditionally have fewer opportunities to engage in hands-on learning during science class (CitationMelber and Brown 2008). The reasons for this vary, but typically stem from teacher misconceptions about the types of activities in which students with special needs are capable of engaging. The National Science Foundation has indicated underrepresentation of individuals with special needs in STEM (science, technology, engineering, and math) careers (2004), with a prevalence of misconceptions by teachers and employers, especially toward students who are blind or visually impaired (CitationFraser and Maguvhe 2008). Despite these misconceptions, students with special needs can engage in science in meaningful ways that enrich their experiences. These students have no less capacity than their peers to understand and make positive changes in their communities as a result of being scientifically literate (CitationKontra et al. 2015). Fortunately, increasing use of technology in education has helped bridge the gap between students with special needs and their peers (CitationNgubane-Mokiwa and Khoza 2016). We contend that students with special needs have valuable contributions to make in STEM, and our suggested approach allows these students to become valued team members who make contributions to a community impact project. In our approach, implemented at a high school in Georgia, we paired students with special needs with general education students so that they received one-on-one mentoring and support. The pairing enabled students with special needs to quickly engage in scientific practices such as carrying out an investigation, analyzing data, and constructing explanations (CitationNGSS Lead States 2013). This also enabled them to participate in field experiences without extended instruction and cues from teachers.
Author Contributions
Brent Gilles ([email protected]) is assistant professor of early childhood through secondary education in the College of Education at the University of West Georgia in Carrollton, Georgia.
Tim Hawig ([email protected]) is a biology teacher at Carrollton High School in Carrollton, Georgia.
Ashley Sutton ([email protected]) is a special education teacher at Carrollton High School in Carrollton, Georgia.
Stacey Britton ([email protected]) is assistant professor, early childhood through secondary education, in the College of Education at the University of West Georgia in Carrollton, Georgia.
Additional information
Notes on contributors
Brent Gilles
Brent Gilles ([email protected]) is assistant professor of early childhood through secondary education in the College of Education at the University of West Georgia in Carrollton, Georgia.
Tim Hawig
Tim Hawig ([email protected]) is a biology teacher at Carrollton High School in Carrollton, Georgia.
Ashley Sutton
Ashley Sutton ([email protected]) is a special education teacher at Carrollton High School in Carrollton, Georgia.
Stacey Britton
Stacey Britton ([email protected]) is assistant professor, early childhood through secondary education, in the College of Education at the University of West Georgia in Carrollton, Georgia.