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Using an Early Science Curriculum to Teach Science Vocabulary and Concepts to Students with Severe Developmental Disabilities

Using an Early Science Curriculum to Teach Science Vocabulary and Concepts to Students with... Teaching academic content to students with severe developmental disabilities is a topic that has recently been debated, even though science content is one of the academic areas that comprise a standards-based curriculum. Science content like other academic skills can be taught to this population using forms of systematic instruction, a validated evidence-based practice. In this study, three elementary aged students between 6 and 8 years old were taught units from an <i>Early Science</i> curriculum via inquiry-based lessons and effects were measured by a multiple probe design across behaviors (units). Visual analysis shows a functional relationship between the introduction of the intervention and a change in each participant&apos;s responding. These successful outcomes are discussed in light of other comparable work, the practicality of classroom teachers implementing similar lessons, social validity, and extending the knowledge-base of teaching science content to students with severe developmental disabilities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Using an Early Science Curriculum to Teach Science Vocabulary and Concepts to Students with Severe Developmental Disabilities

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Publisher
West Virginia University Press
Copyright
Copyright © the Editorial Review Board, Education and Treatment of Children.
ISSN
0748-8491
eISSN
1934-8924

Abstract

Teaching academic content to students with severe developmental disabilities is a topic that has recently been debated, even though science content is one of the academic areas that comprise a standards-based curriculum. Science content like other academic skills can be taught to this population using forms of systematic instruction, a validated evidence-based practice. In this study, three elementary aged students between 6 and 8 years old were taught units from an <i>Early Science</i> curriculum via inquiry-based lessons and effects were measured by a multiple probe design across behaviors (units). Visual analysis shows a functional relationship between the introduction of the intervention and a change in each participant&apos;s responding. These successful outcomes are discussed in light of other comparable work, the practicality of classroom teachers implementing similar lessons, social validity, and extending the knowledge-base of teaching science content to students with severe developmental disabilities.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Dec 20, 2012

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