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This study examined the effects of scripted lessons (SLs) alone and in combination with guided notes during science instruction on science quiz scores of three elementary students with moderate to severe intellectual disability and autism. This study used a multiple probe across three science units design with replication across students and includ...
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... + GNs. The classroom teacher taught the last three les- sons of each unit using SLs (as described previously) com- bined with guided notes instruction (see Figure 1 for a sample lesson). The guided notes were printed notes, accom- panied by picture symbols, in which students had a visual stimulus (e.g., a box or a line) to signal inserting a picture or key term (see Figure 2). ...
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... This is in line with another study conducted by Parks & Bridges-Rhoads (2012) which highlighted that scripted lessons can foster teacher confidence and competence, and hence enable teachers to better engage students in a lesson. Additionally, the study conducted by Jimenez et al., (2014aJimenez et al., ( , 2014b suggests that scripted lessons enhance instructional teaching methods in the classroom. ...
... Teachers' knowledge base grows as they delve further into the content. Teachers must consider the unique learning needs of their pupils while creating detailed instructional materials, which leads to a higher knowledge of differentiation strategies and pedagogical techniques (Jimenez et al., 2014a(Jimenez et al., , 2014b. This process requires teachers to critically evaluate various teaching methods and select the best suited ones for certain learning objectives. ...
Continuous Professional Development (CPD) programme include community of practice, action research, training, and award-bearing. CPDs also include deficit, cascade model, standard-based model, and coaching and mentoring. These CPD programme have been used in acquiring and disseminating new ideas and practices. In Rwanda, towards the effectiveness of teaching and learning of mathematics and science subjects, secondary schools’ teachers of the aforementioned subjects have been involved in the development of the scripted lessons. This study investigates the skills gained by mathematics and science instructors through the preparation of scripted lessons for continuous professional development. Data were gathered using a qualitative design through rating questionnaire made of Likert-scale and of open-ended questions. Only mathematics and science teachers who developed scripted lessons were targeted for the study. The interpretive technique was employed to analyze findings. Results showed the improved teachers’ subject content knowledge, pedagogical understanding, lesson planning, and collaborative skills. These acquired knowledge and skills improved their instructional efficacy as well as students’ learning results. The study recommends the involvement of teachers in the development of the CPD programme materials to help them gaining more knowledge and skills. Further, additional research is needed to investigate the long-term impact of involving teachers in CPD programme activities.
... Besides that, they need to be given repetitions as a summary of the text read. A science lesson that has been researched by Jimenez et al. (2014) shows that science material will be well received, in addition to using scientific investigations, through storytelling activities or science stories. Autistic students can be activated using examples, nonexamples, and cooperative learning and even taught to relate the findings to the concepts they already have. ...
Modifying the curriculum is often necessary for autistic children to effectively engage in their learning. Interestingly, a particular learning process was discovered that proved to be effective without any need for modification - specifically, teaching science to an autistic child. This discovery calls for further investigation. This study aims to provide a comprehensive description of the unique traits exhibited by autistic children who excel in learning science without the need for any modifications. This study utilized the Spradley analysis method, which involves domain analysis, taxonomic analysis, componential analysis, and cultural theme analysis. The participants in this study consisted of elementary school students in the 3rd grade who have autism. They were selected using the purposive sampling method. The data collection involved conducting interviews, examining documentation, and studying artifacts. The findings of the study indicate that children with mild autism can effectively learn science without requiring any adjustments, while still receiving necessary accommodations. Tasks can be effectively completed with the support of teachers and the assistance of paraprofessionals. Autistic children demonstrate proficiency in basic science process skills, creativity, and fine motor skills. They also exhibit a positive affect and are able to socialize effectively. Addressing focus and emotional issues involves implementing structured meal plans, providing parents with guidance on educating their children, and fostering strong collaboration with teachers.
... From the researcher's point of view, this could be related, to the characteristics of children with autism show many problems with social and communication deficiency, loss of the ability to speak, inability to respond while communicating with others, and slowness in interpreting social signals such as approval and rejection, which hinders the communication process. Social interaction with others results in difficulty understanding and interacting socially (Knight et al., 2013, Jimenez et al., 2014. ...
... The importance of creating controlled and structured learning spaces in which explicit instruction assumes a leading role is also stressed in these studies. In the case of the study developed by Apanasionok et al. (2020) and Jimenez et al. (2014), the use of guided inquiry was reinforced with the application of explicit instruction strategies such as most-to-least prompting and example and non-example procedures as well as with the division of complex tasks into smaller steps. These interventions also made use of scripts, in which the teaching process was carefully detailed: ranging from how to present scientific content to the sorts of questions that students may be asked. ...
... These interventions also made use of scripts, in which the teaching process was carefully detailed: ranging from how to present scientific content to the sorts of questions that students may be asked. This useful material for teachers was reinforced by Jimenez et al. (2014) through the use of guided notes, although no significant improvements were noted in the acquisition of scientific content among students. ...
In this systematic review, a series of didactic proposals and experiences that have been developed over recent years in formal education are presented with the common purpose of ensuring that students with special educational needs learn science. Initially, only 54 publications on the topic were identified, which underlines the scarce research over the last 20 years and the small percentage of papers published in research journals and conference proceedings within this area. From among those publications, our review is focused on the 27 that report the implementation of didactic interventions: 11 at specific special education centres and 16 at regular educational centres. Explicit instruction was considered a fundamental strategy in the first group, while varied experiences and methods were among the most relevant approach in the second group. In addition, both educational environments involve learner-centred teaching approaches, with the implementation of inquiry-based and hands-on activities, in line with the general results of research in Science Education that does not specifically deal with SSEN. Ensuring that all learners have the opportunity to learn science requires more specific and complementary studies that consolidate the evidence of these results, taking into account the diversity of learners in classrooms for the benefit of all.
... Styles et al. (2017, p. 15) highlighted the need for leaders' engagement with case studies and discussions of instructional practices that promotes science learning to all students. For example, Jimenez et al., (2014) conducted a study to enhance understanding of research-based instructional practices regarding general curriculum in science classroom including students with intellectual disability. By giving equitable opportunities to students with disabilities to achieve high academic standards in science education, they benefit in class as well as later in college, and experience career success as adults (National Research Council, 2013). ...
Students with disabilities are being encouraged to achieve high academic standards in science education to understand the natural world, acquire life skills, and experience career success. To this end, digital technology supports students with disabilities in order for them to achieve science literacy. While relevant research has presented evidence-based practices to teach science content, the role of technology has yet to be clearly defined in teaching and learning processes. This article presents a systematic literature review on the contribution of technology in science education for students with disabilities. A total of 21 journal articles, during the 2013–2021 period, were identified after an exhaustive search in academic databases. The educational context and learning outcomes of these 21 empirical studies were analyzed. The results show that increased motivation was the main contribution for using digital technology in science education. Positive learning outcomes likely depend on the way digital technology is used, i.e., affordances of each specific technological implementation. Digital technology and its affordances are recommended among other quality indicators for evidence-based research designs in digitally supported learning environments for students with disabilities.
... Specifically, teachers implemented the intervention in 8 studies and special educators in 4 studies. There were 3 studies which were carried out by teachers and special educators, too [45,46,48]. Researchers were involved in all 24 studies either as interventionists or as data collectors to assure interrater reliability. ...
The present study records and evaluates science-teaching interventions for students with intellectual disability (ID) or Autism Spectrum Disorder (ASD) at all education levels, for better access to the general curriculum. We conducted a systematic review of the primary research literature published from 2008 to 2018. A total of 24 single-case designs were identified through determined inclusion criteria. The articles were coded based on specific variables, and they were analyzed as a descriptive synthesis. A synthesis was then approached and the PND effect size was calculated. The study concludes that using systematic instruction with supplemental practices and technology support in teaching science to students with ID or ASD will allow them to make more meaningful natural-world connections through their learning. In addition, designing postsecondary programs for this population will contribute to building a society with equal participation and progress. The necessity for continuous research in teaching science to students with ID or ASD is also emphasized.
... Special educators who had standardized reading curricula, with a focus on basic skills, oriented their instruction toward building basic skills (e.g., fluency, decoding) in areas where the assessments (from their curricula) indicated a need for support; in contrast, those without standardized reading curricula oriented reading instruction toward a wide range of topics, which one teacher referred to as "mashed together" and "disjointed" (Siuty et al., 2018, p. 47). More research is needed to better understand how curricula may shape teachers' conceptions and enactment of their roles in serving students with disabilities, but Siuty et al.'s (2018) results are consistent with a robust body of research in general education, which indicates that teachers often adopt instructional approaches embedded in curricular materials, especially early in their careers (Grossman & Thompson, 2008), and that curricula can promote the use of more effective practices (Jackson & Makarin, 2016;Jimenez et al., 2014). ...
Shared conceptions of special and general educators’ roles are essential to effective inclusive elementary schools. Yet extant research indicates there is wide variability in how their roles are conceptualized and enacted across different contexts, as educators have varied conceptions of the purposes of their roles, as well as broad discretion in how they choose interpret and enact their roles. This chapter explores various stakeholders’ conceptions of teachers’ roles serving students with disabilities in inclusive elementary schools, examining conceptions of special and general educators’ roles in policy and scholarship, as well as the actual roles they take up in practice. The chapter concludes with recommendations for future research and practice, regarding how the field might collectively build greater consensus about what special and general educators’ roles in serving students with disabilities should be, and how they should be supported to enact those roles in practice.
... In order for children with mild intellectual disability to learn more easily, individual science education plans are prepared in science lessons in cooperation with all relevant stakeholders (teachers, parents and children). In addition, the science education of these children is supported by practices such as direct teaching (Çı kı lı -Soylu 2019), concept maps (Yı kmı ş and Varol € Ozçakı r 2019), scripted lessons (Jimenez et al. 2014), graphic organizers (Knight et al. 2013), and inquiry-based task analysis (Courtade et al. 2010). However, due to the COVID-19 pandemic, the science education carried out in line with the aforementioned plans and methods has been interrupted. ...
Background: The purpose of this qualitative study was to explore Turkish parents’ lived experiences on online science lessons of their children with mild intellectual disability amid COVID-19 pandemic.
Method: This study used the phenomenological qualitative research design. Participants in this study were 16 parents, who have children with mild intellectual disability and participated in one-on-one semi-structured phone calls. Interview data were thematically analyzed.
Result: Five overarching themes were found: (1) parents’ general experiences on online science lessons, (2) advantages of online science lessons, (3) disadvantages of online science lessons, (4) barriers in online science lessons, and (5) parents’ recommendations for online science lessons.
Conclusion: The results revealed that the majority of parents agreed on the school closure policy due to the COVID-19 pandemic, but were not satisfied with the online science lessons, and focused on the disadvantages of online science lessons for their children with mild intellectual disability.
... The Early Science curriculum (Jimenez, Knight and Browder, 2012) uses systematic instruction approaches to teach pupils science knowledge and skills through a series of structured lessons and practical enquiry activities. It has been identified as a promising programme in several studies (Smith et al., 2013;Jimenez, Lo and Saunders, 2014;Knight et al., 2018;Apanasionok et al., 2020) and in a systematic review (a systematic review is a higher-order literature search that critically appraises all relevant research in a given field; Apanasionok et al., 2019). ...
This article describes the use of an evidence-based science programme called the Early Science curriculum to teach science to pupils in a special school, in particular learners with intellectual disability and/or autism spectrum disorder.
... Additionally, mean fidelity for the delivery of the lessons in all four units was 97.5% and the teacher and students reported positive experiences of the use of the ES curriculum. Jimenez et al. (2014) compared the effectiveness of scripted lessons (from the ES curriculum) alone and with guided notes to teach science to three primary students with ID and ASD in the USA. Both intervention conditions were implemented by a special education teacher as a whole class instruction (six students). ...
There is a large science attainment gap between students with and without special educational needs, and many students with developmental disabilities (DD) struggle to access the mainstream science programmes of study. The purpose of the present project was to pilot the use of the Early Science (ES) curriculum over a six week period with nine students with moderate to severe DD in a special education setting in the UK. Staff members indicated positive experiences of using the curriculum, especially the use of the structured teaching methodology as a helpful tool. Evaluation data suggested that all nine pupils improved their science knowledge over the course of the intervention. Some suggestions are made to improve the delivery of the ES curriculum in UK special education settings, and the need for larger scale evaluation research.
