Search

There have been few initiatives addressing the improvement of science education for students with disabilities. Funded by the National Science Foundation, Biotechnology Works is a summer institute in immunology and genetics for students with disabilities, high school science teachers, and high school counselors. During the 1998 summer session, activities included developing curriculum adaptations for students with disabilities, mentoring high school science students, developing curriculum materials, and developing career development materials to encourage the participation of students with disabilities in science careers. Student activities included hands-on laboratories. Extended interviews were conducted with the 14 students who attended the 1998 summer institute. The students were 15-18 years old and had physical, emotional, or learning disabilities. Major interview themes related to the students' experiences were limited availability of science courses and science labs, the importance of teacher support, lack of adapted laboratory equipment, the importance of high teacher expectations and standards, and a desire to accomplish the work on their own. The students reported continued difficulties in their own science education programs, with the most striking finding being the few laboratory experiences available in either regular education or specialized settings. A variety of common adaptations and assistive technology used in the summer institute are listed. (SV)

A study examined the early literacy experiences of rural disabled children, ages 3-8. Data originated from a subset of the National Household Education Survey of 1995 that included 1,316 families with disabled children and 8,009 families with nondisabled children. Participants were asked about their race/ethnicity, education level, native language, presence of children with disabilities in the household, child and family literacy activities, and children's grade level. Results indicate that of families with disabled children, 85 percent of those living in rural areas and 72 percent living outside urban areas were White, whereas, there was greater racial and ethnic diversity in urban areas; English was the native language for the vast majority of mothers in rural areas; the incidence of disabled children was higher among parents with less than a high school education; and Black children had a higher incidence of disabilities than did other racial and ethnic groups. With regard to early literacy, over half of the children, both with and without disabilities, were read to every day by a family member and three quarters of the children were read to on a regular basis each week (at least three or more times). However, rural families differed from urban families in several respects: a greater percentage of urban disabled children were not read to at all by a family member, but a greater percentage of rural disabled children did not read to a family member on a regular basis. During the primary grades, families who had disabled children were as involved with early literacy activities as families with nondisabled children. However, preschool children with disabilities engaged in early literacy activities with family members to a lesser extent than preschool children without disabilities. Includes demographic tables. (LP)

This study reports the results of a questionnaire mailed to 700 teachers probing uses of computer software in Maine special education programs. Findings based on a 54 percent response (N=381) indicate no significant differences in educational level, previous training, gender, years of experience, or age between computer users and non-users. Impediments to using computers and activities helpful in using computers were also analyzed. There was very little use of computers in areas other than reading and mathematics, and students were not found to regularly use available computers to work on instructional activities. Computers were generally used in special classrooms and resource rooms, rather than being integrated into regular classroom activities. Many students requiring unavailable interface equipment aside from the standard keyboard were unable to use computers. Appendices contain the questionnaire and a list of teacher-preferred software in several curriculum areas. Includes 18 references. (PB)

Special education staff development activities in Maine are listed, and ways to serve Maine's rural areas are described. Long range goals in Maine's Comprehensive System of Personnel Development (as required by P.L. 94-142, the Education for All Handicapped Children Act) are listed for collaboration, needs assessment, resource/data collection, pesonnel training/staff development, and evaluation/documentation. Appended are brief descriptions of major training activities during 1980-81. (CL)