Syafiq

Aliff Azizi

Helmi

Fadhil

They’re individuals who require special education & relatedservices if they are realize their full human potential.

They may have problems in thinking, seeing, hearing, speaking, socializing, or moving.

Mental Retardation

Learning Disabilities

Attention Deficit Hyperactivity Disorder

Emotional or Behavior Disorders

Communication Disorders

Deaf and Hard of Hearing

Blindness or Hard of Hearing

Blindness or Low Vision

Autism Spectrum Disorders

What is the Exceptional Learner?

What Is Special Education? “Specially designed instruction, at no cost to

the parents, to meet the unique needs

of a child with a disability.”

-Individuals with Disabilities Education Act (IDEA)

What Is Inclusion? Commitment to educate each child, to the

maximum extent appropriate, in the school and

classroom he or she would otherwise attend.

Adapting for Students with Special Needs

• Size

• Time

• Level of support

• Input

• Difficulty

• Output

• Participation

• Alternate options

• Substitute curriculum

Characteristics of Science Barriers

Memory recall

Visual processing

Auditory processing

Motor skills

Organizational Deficits

Attention Deficits

Generalization

Negative Attitudes

Social skills

Language Disorders

(Steele, 2004)

1. Reading text or graphics

2. Seeing materials on blackboard

or overhead

3. Reading output from equipment

4. Hearing multimedia and videotaped presentations

1. Materials in large text or Braille, on tape or via computer and enlarge illustrations

2. Provide binoculars, verbalize content

3. Interface lab equipment with computer and provide large print and speech output

4. Provide printed materials, have an interpreter present, face student for lip reading

Science InterventionDifficulty Accommodation

(Burgstahler 2003)

5. Participating in class discussions due to hearing or speech impairment

6 Understanding concepts due to a specific learning disability

7. Reading because of specific learning disability

8. Taking notes in class because of mobility or visual impairment

5. Portable computer with speech output

6. Use visual, aural and tactile demonstrations incorporated into instruction

7. Give extra time and access to materials via computer equipped with speech and large print output

8. Provide in-class access to a computer with adaptive technology

AccommodationDifficulty Science Intervention

(Burgstahler 2003)

9. Operating lab equipment and

conducting lab experiments due to

mobility impairment

10. Completing an assignment or lab

because of a health impairment

11. Doing research

9. Have an accessible facility, adjustable-height tables, model lab partner, modified scientific equipment

10. Allow flexibility in schedule arrangements

11. Have information accessible on computer with adaptive technology

Difficulty AccommodationScience Intervention

(Burgstahler 2003)

Example of Science Strategies

Accommodations in

Delivery of Instruction

Discussion &

instruction

Materials presented in

a variety of ways

Projects & themes

Breakdown the lesson

Limit the amount of

knowledge to be mastered

Incorporating movement

Use technology

Assessments

Modifying the Classroom

Desk location

Limit the amount of visual stimuli to prevent distraction

Use a token economy system

Use an organizational

check list system

Use mailbox bins

(Carbone 2001)

Classroom Model for Structural Intervention

Blackboard (removed of potential distracters)

Teac

her’

s D

esk

Child w/

ADHD

Child w/

ADHD

Reduced Stimuli AreaServes as an isolation area.

Help

Seat

Peer

Model

Peer

Model

Peer

Model

Peer

Model

Bookcase

Boo

kcas

e

Classroom mailboxes & Supplies

Peer

Model

Peer

Model

doo

r

X

X

X X

X X X

X X X XPencil sharpener

wind

ow

Freeseat

(Carbone 2001)