All students that enter the science classroom should be accepted for themselves, should be included, and be allowed to participate as fully as everyone else. One of the most significant factors mitigating against full participation of disabled students in the mainstream is lowered expectations. Lowered expectations of teachers, combined with lowered expectations of parents can contribute to the problem. Stefanich puts it this way:
"Parents of the severly disabled support this lowered expectations of teachers for two basic reasons: 1) a lack of confidence that their handicapped child may someday be able to find employment and become a useful part of society and 2) a hesitancy to place increased demands on the child because they perceive that the hard work and time necessary for adequate academic functioning would deprive the child of leisure time activities or physical therapy."
In a report by the Task Force on Women, Minorities, and the Handicapped in Science and Technology, it was estimated that 22 million Americans of working age have some physical disability, yet only 7.2 million of these are employed. The National Science Foundation found only 94,000 disabled scientists and engineers working in 1986. The report stressed that people with disabilities live longer, and are able to pursue careers because of improving medical technology. People with disabilities are a large and growing segment of the population. In fact, in 1987, over 1.3 million of the 12.5 million students (or 10.5 percent) enrolled in postsecondary education institutions reported having at least one disability, which makes them the largest "minority."
The report also pointed out that low expectations and lack of encouragement are keeping students with disabilities from participating fully in mathematics and science, particulary in science laboratory courses. Parents, science and mathematics teachers, and counselors must encourage students with disabilities to pursue the study of and careers in science and engineering.
What can the science teacher do to provide for the special needs of exceptional students? How can students with handicaps be encouraged to pursue science courses and careers? What can the science teacher do to build the self-esteem of students?
There are a number of broad guideines that the science teacher can follow. These include:
1. Obtain and read all relevant information and health background information available on the student.2. Educate yourself on the physical and/or psychologogical nature of the handicap, and how it affects the student's potential for learning.
3. Contact the special education expert in your school to determine the source of help available.
4. Determine the special equipment needed by the student (see Keller, et.al. for specifics on types of equipment available).
5. Talk with the student about limitations due to his or her handicap and about particular needs in the science class.
6. Establish a team of fellow teachers (including resource teachers and aids) to share information and ideas about the special students.
7. Be aware of barriers, both physical and psychological, to the fullest possible functioning of the disabled student.
8. Consider how to modify or adapt curriculum materials and teaching strategies for the disabled student without sacrificing content.
9. Encourage the disabled student. Teachers' perception of student's abilities can be self-fulfilling prophesies.
10. Educate other students about handicaps in general, as well as the specific handicaps of students in their class. It is wise to confer with the disabled student before makaing a decision to take this action.
Exceptional students should be encouraged to participate fully in science experiences, and the science teacher must make special provisions for this to happen. If one of the important goals of school science is develop scientific thinking skills to inquire about natural phenomena, then the exceptional student must be included in inquiry and laboratory activities, just as the other students.
In the sections to follow we will explore the following exceptionalities: physically impaired students (motor/orthopedic, visual, and hearing disabilities), speech impaired students, learning disabled students, gifted and talented, and at-risk or low achieving students.