为有特殊教育需要的学生减少科学方面的语言障碍

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Susannah Boyle, Karen L. Rizzo, Jonte' C. Taylor
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引用次数: 1

摘要

在过去十年中,越来越多的人关注有特殊教育需求的学生的科学教学和科学学习。研究,特别是侧重于残疾学生科学的荟萃分析,表明调查人员对哪些科学策略和方法(如图形组织者、基于探究的教学)对学生有效感兴趣,而不考虑已确定的需求(如学习障碍)。然而,研究人员指出,科学教学往往严重依赖文本,阅读需求繁重,这可能会导致残疾学生陷入困境。研究表明,将通用学习设计(UDL)、多模态表示、艺术和交流技术相结合,可以减少有特殊教育需求的学生学习科学内容和现象的语言负荷。本文的目的是通过使用多模式表示和通信技术,为有特殊教育需求的学生提供减少科学语言障碍的资源和建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reducing Language Barriers in Science for Students with Special Educational Needs
An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies.
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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