Question

Biological science for equity-gender and science for inclusion

Answer 1

Often, when a school or district embraces a philosophical position and develops curriculum policies, the process involves only a few individuals such as administrators and curriculum coordinators. Teachers, who often do not have the opportunity to collaborate in the decision making process, feel as if changes are mandated or imposed upon them. As a result, they are less willing to implement the changes (Idol, 1997). This has been the case with the inclusion of students with learning disabilities in the science classroom. Most of the discussion about inclusion practices is found in the special education and administrative literature. As a result, the practices being implemented in the general classroom usually originate from special educators and administrators. A key player to the inclusion process, the science teacher, does not contribute to the planning process and as a result is expected to implement someone else's plan (Greer, & Greer, 1995). To make inclusion work, science teachers need to assume an active role in the planning process and advocate instructional practices which can be implemented in the large group setting of the science classroom as well as meet the diverse needs of individual students. A collaborative relationship between the science teacher and the special education teacher can link what was formerly two separate educational domains. Unlike plans which originate from administrators and special educators, the four step plan discussed in this article requires the science teacher to initiate a collaborative process with the special education teacher and develop instructional strategies which will work in the science classroom before legally binding decisions are made in the Individualized Education Plan (IEP) meeting. The gap between the two educational domains is not as wide as it first appears and through collaborative efforts the span can be bridged.

Answer 2

when a school or district embraces a philosophical position and develops curriculum policies, the process involves only a few individuals such as administrators and curriculum coordinators. Teachers, who often do not have the opportunity to collaborate in the decision making process, feel as if changes are mandated or imposed upon them