The inclusion of students with special needs in the middle school science class that is not collaboratively taught with a special education teacher can be a challenge to both students and teacher. The purpose of this article is to outline the characteristics and needs of students with mild learning problems, describe the impact of these traits on science instruction, and then recommend some strategies supported by research to ensure a successful science experience.
Details
Type Journal ArticlePub Date 10/1/2005Stock # ss05_029_02_50Volume 029Issue 02