The science teacher can have a powerful impact on the exceptional student, whether physically disabled, behaviorally disordered, at-risk, or gifted and talented. Understanding, indeed empathizing with people with disabilities, is the first step in expanding the theme that science is for all. For instance, read what Barbara Mendius, who has poliomyelitus, has to say about her experiences in school science.
"I acquired my entire formal education while in a wheelchair. Since sixth grade my major academic interest has been science; this culminated with a M.S. of Biology from the University of Illinios in October, 1977.In considering my own education, I firmly believe that my laboratory experience was most important in shaping my scientific ability. The first major obstacle for the handicapped student of science is getting the hands-on laboratory experience so important to engender scientific expertise.
I feel lucky indeed as I recall the variety of lab work which I performed in school. I have thought carefully about the factors which contributed to my successful scientific education; it all comes down to people---parents, adminstrators, teachers---willing to cooperate in my behalf. Realizing the value of scholarship, my parents took an active interest in my education. Active, but not pushy. Beginning in fourth grade I attended the local public school. for class field trips, mom would drive one of the groups to the museum, or to the nature center---for laboratories are not only found in schools. Dad went to all the parent's nights, talked with my teachers, and came home glowing about my progress. Impressed with my parents' interest and my ability, school administrators were wonderfully cooperative. For some of the adminstrators, I was their first and only handicapped student.
That all changed in high school. There, all of my parents' interest, and all of the adminstrators' cooperation would have been wasted were it not for enthusiastic science teachers who gave me the freedom to do as much as I could of what everyone else was doing. Sometimes it only meant putting the microscope or analytic balance on a low table. Sometimes it meant rearranging the greenhouse so I could get down the overgrown isles. In one case it meant encouraging this shy student to enter the state science fair and helping me choose an appropriate experiment which I could carry out myself. My teachers were the ones who ultimately placed science within my reach.
But we worked together, so my stubborness and perseverance deserve some credit also. Science had piqued my brain; I was determined to learn as much as I could, actually doing as much as I could. I realized that if I wanted to do the acid/base experiments I would have to show that i could carry solutions around in my lap without spilling. If I wanted to fire-polish my own glassware I had to show I could use a Bunsen burner without setting myself aflame. If I needed to move a microscope to a lower table, I had to show that I could do that without smashing it to smithereens. I had to prove myself all along the way, but my teachers accepted my physical abilities and, although I often caught a watchful eye on me, they did not stifle my enthusiastic investigations.
In summary,my major recommendation for science education is to involve the orthopedically disabled student in laboratory experiments. Visual, auditory, tactile, olfactory, and gustatory clues can elucidate scientific principles; ingenuity and perhaps some extra work are all that are required."
Exceptional Students in the Regular Science Classroom
Public Law 94-142, the Education for All Handicapped Children Act, was enacted in 1975. It is the law that most school districts use as the legal requirements for mainstreaming disabled students into the regular classroom. Although this law was preceeded by Public Law 93-380 (safeguards for the rights of hanicapped individuals) and Public Law 93-112 (the Rehabilitation Act of 1973 which maintained that handicapped individuals must not be excluded from benefits of any organization recieving federal funds), it is Public Law 94-142 that is of most importance in this discussion of exceptional students in science education. The law was inacted to insure that:
"all handicapped children have available to them...a free appropriate public education which emphasizes special education and related services designed to meet their unique needs, to assure that the rights of handicapped children and their parents or guardians are protected, to assist states and localities to provide for the education of all handicapped children, and to assess and assure the effectiveness of efforts to educate handicapped children."
The federal regulations for disabled students require that all disabled students be provided the most appropriate education in the least restrictive environment. There are a number of principles that you should be aware of when dealing with exceptional students in the the science classroom:
Right to Due Process of Law.
All students have a right to a least restrictive learning environment, and the federal laws protect students and parents by insisting on a specific procedure that must be followed in all cases. This includes notification in writing before evaluation begins, parental consultation, right to an interpreter or translator if needed, the right of the parent to inspect all educational records, parental consultation, and a procedure for appeals.
Protection in Evaluation Procedures.
Each state and school district must insure that a nonbiased, meaningful evaluation procedure is in place. For instance, tests and other evaluation materials must be administered in the student's native language, unless it is clearly not feasible to do so.
Education in the Least Restrictive Environment.
According to Public Law 94-142, it is required "that special classes, separate schooling, or other removal of handicapped children from the regular educational environment occurs only when the nature or severity of the handicap is such that education in regular classes...cannot be achieved satisfactorily." The concept of least restrictive environment must be determined for each student on an individual basis.
Individualized Educational Program (I.E.P.).
The requirement for an I.E.P. is a way of insuring that each exceptional student is considered as an individual, and is not simply placed in a class and not treated in accordance with his/her needs. The I.E.P. is regulated by the following procedures:
1. A statement of the present levels of educational performance.2. A statement of annual goals, including short-term instructional objectives.
3. A statement of the specific educational services to be provided to this handicapped student and the extent to which such student will be able to participate in regular educational programs.
4. The projected date for initiation and anticipated duration of such services.
5. Appropriate, objective criteria and evaluation procedures and schedules for determining, on at least an annual basis, whether instructional objectives are being achieved.
Parental Involvement and Consultation.
According to the laws surrounding the exceptional student, parents should play an important and integral part in the education of their children. The law makes it necessary for schools to involve parents in planning educational programs for students with special needs, and to become aware and be sensitive to the value of parental involvement.
Cooperation and Joint Planning with Special Educators.
Since the law requires that students with special needs be placed in the "least restrictive" environment, this means the regular classroom for most exeptional students. Joint planning between the regular classroom teacher and the special educator is an intent of the law, and is evident in requiring both educators to be involved in the development of the student's I.E.P.