teaching science to pupils with special education needs

7/25/2019 Teaching Science to Pupils With Special Education Needs

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C U R R I C U L U M

G U I D A N C E

TEN

T E A C H IN G S C IE N C E

T O P U P IL S W IT H

S P E C I A L

E D U C A T I O N A L

N E E D S

N A T I O N A L

C U R R I C U L U M

C O U N C I L

1 1 1 1 ~ l i l l l j l i l l l l l l l l~ I ~ ~ I I 1

N16640


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N CC is gratefu l for the help of a team of teachers and advisers in producing th is book A ll

o f the classroom m aterial included in the book is draw n from their experience of teach ing

pupils w ith a w ide range o f special educational needs

6 rrp

ISBN 1 872676 88 X

F irs t p ub lish ed 1 99 2

Copyr igh t

1 99 2 N atio na l C urric ulu m C ou ncil

R ep ro du ctio n, s to ra ge , ad ap ta tio n o r t ran sla tio n in an y fo rm o r b y a ny m ean s o f th is p ub lica tio n is p ro hib ite d w ith ou t p rio r w ritte n p er-

m issio n o f t he p ub lis he r, o r w ith in th e te rm s o f l ice nc es is su ed b y th e C op yrig ht L ic en sin g A gen cy . E xc erp ts m ay b e re pro du ce d fo r th e

purposes of research , p rivate stud y, c riticism or rev iew , or by edu ca tiona l in stitu tions so le ly fo r ed ucationa l purposes w ithou t

p erm issio n p ro vid in g fu ll a ck no wle dg em en t is g iv en .

P rin te d in G re at B rita in

T he N ation al C urricu lu m C oun cil is an exem pt charity und er the C haritie s A ct 19 60 .

N ationa l C urricu lum C ounc il, A lb ion W harf, 25 S ke lderga te , Y ork Y 01 2X L.

C ha irm an : D av id L P asc all


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C O N T E N T S

Foreword

1 Introduction

1

2

Science and pupils with special educational needs

2

3

Planning for differentiation

4

4

Examples of activities and case studies 6

KS1

Properties of materials 7

Reflection of light

12

Case study: Shushma

17

KS2 Recording the weather

19

Growing plants

23

Case study: Angharad

28

KS3

Salt

29

Food science

34

Insulation

38

Case study: Sean

43

KS4 Electricity

44

Metals

49

Case study: Gordon 54

5

Planning checklist

55

6 Evaluation

57


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F O R W O R

The National Curriculum Council acknowledges its responsibilities to

ensure that the National Curriculum is available to all pupils including

those with special educational needs. Now that the statutory framework

for the foundation subjects and Religious Education is largely in place,

Council has identified as part of our ongoing programme of keeping the

National Curriculum under review, a particular priority to review how

accessible the National Curriculum is in practice for pupils with special

needs.

This book supports Council s objective. It draws on good practice in

schools with pupils with special educational needs and shows how

teachers can use a variety of approaches to involve those pupils in science

work. NCC is grateful to all those who have contributed to the develop-

ment of this project.

NCC is also particularly concerned to ensure that all our guidance is

helpful and meets specific needs. I should, therefore, be interested to

receive your comments on this new publication.

David PascalI

Chairman, National Curriculum Council

March 1992


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All pupils are entitled to a broad and balanced science curriculum. The

pupil with special educational needs (SEN) can participate in science

activities which are appropriately planned. This book gives examples of

such planning for all four key stages and for a range of SEN. It does not

cover all possible combinations of SEN at all key stages but the planning

process used in the book can be applied to all areas ofthe science Order for

all key stages.

The book is for teachers of pupils with SEN in mainstream and special

schools. Some teachers in mainstream schoolswill be seeking guidance on

how to help pupils with a range ofSEN to participate in science activities.

Through reading the planned activities, commentaries and case studies

teachers can consider their strategies for helping different pupils. Each

case study demonstrates how a particular pupil is helped by the approach

taken in one of the science activities shown. Some teachers in special

schoolswill be seeking guidance onhow to plan from science programmes

of study (PoS). They may find the information and activities linked to

particular sections of PoS useful in developing their own planning for

science teaching.

The science activities described in this book can be modified to alter the

demands made on the pupil in terms of complexity of ideas, knowledge

and skills. Teachers can take opportunities to present pupils with

challenges which bring about progression. Progression in skills is

described by the PoS and statements of attainment (SoA)in attainment

target (AT) 1 and that in knowledge and understanding by the PoS and

SoA attainment in ATs 2-4. Activities should be differentiated to match

the needs of pupils. A full description of the differentiation possible in

AT1 is beyond the scope of this book. Further information and advice on

differentiation and other planning issues is given in Science Non Statutory

Guidance (Nee, June 1989 and December 1991), Science and Pupils

with Special Educational Needs (Nee INSET Resources, 1991) and

Science Explorations (Nee INSET Resources, 1991).

Nee has also published Curriculum Guidance

9:

The National Curricu

lum and Pupils with Severe Learning Difficulties. Section 5 of this book

contains details of planning science work for these pupils. It states that:

Although pupils with severe learning difficulties may not understand the

more complex concepts underlying scientific activities, they must not be

denied the opportunity of scientific experience .


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Every pupil should have the opportunity to learn science. Activities in

science have characteristics which will help pupils with SEN achieve

success.

They are about first hand experience.

Knowledge and skills can be developed in small steps through practi-

cal activity, so helping concentration.

Science activities can capture the imagination and may help reduce

behavioural problems.

Working in groups can encourage participation and interpersonal

communication.

Working on a variety of activities allows pupils to share their

strengths and help each other.

Teachers should be aware ofthe physical, sensory, cognitive and emotional

development and needs of their pupils. On the basis of this assessment

they can set objectives and plan appropriate science activities. Teachers

should be aware ofsafety demands of science activities. Reference should

be made to such publications as Be Safe (ASE), and Safety in Science

Laboratories (DESSafety Series No.2). In constructing schemes ofwork a

variety of activities should be incorporated to match pupils needs. Dif-

ferent activities will make different demands on time, e.g. open-ended

investigation provides the opportunity for motivating pupils and differ-

entiating tasks and outcomes but they may require much more time to

complete.

Planning for pupils with SEN needs to be addressed at three levels:

whole school policy;

class schemes of work;

group and individual activity plans.

The science curriculum should be planned initially for the whole school.

Particular schemes ofwork can then be designed to incorporate a range of

curriculum areas. Putting science into everyday contexts can help pupils

to understand scientific ideas. The cross-curricular themes and dimen-

sions provide many opportunities for doing this, e.g. work involving

economic and industrial understanding (EIU) of a science-based industry

can promote understanding of science concepts; cooking activities can

stimulate discussion of environmental issues such as those related to food

production and the use of agrochemicals.

Choosing familiar contexts and providing appropriate activities moti-

vates and stimulates pupils and may help them gain a better knowledge

and understanding of the world around them. Somepupils can be isolated

from their environment and their peers, not only by sensory and physical


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problems, but also by intellectual and behavioural difficulties. Well-

planned science activities can help reduce this isolation by providing

regular opportunities for children to work in groups.

Figure

1.

The planning sequence used in this book

Programme of study

(PoS)

Schemes of work

Specific scientific

activities

Attainment targets (ATs)

and statements of

attainment (SoA)

The PoS provide the basis of what is to be

taught. A scheme of work should be

planned with regard to progression,

continuity and differentiation. The SoA

and examples should be used to help plan

schemes of work.

Schemes of work should set out the

activities planned for pupils, making

reference to the skills, understanding

and knowledge to be used and developed.

Ways of developing and using schemes of

work are discussed in the non-statutory

guidance for Science Non Statutory

Guidance (NSG) (Nee, 1989).

When planning specific scientific

activities, teachers should take account

of relevance of content, materials and

methods of teaching to the pupil with

SEN. These points are described in

Section 4 of this book. The Nee INSET

pack

Science Explorations

(1991) gives

more information on planning

investigations.

When the skills and concepts in the

schemes of work have been taught,

teachers will need to consider the pupils

levels of achievement. Teachers will need

to record pupils achievement in terms of

the ATs and SoA. For some pupils

progression will be within level one, and

this should be reflected in the scheme of

work.

Section 5 on page 55 includes more detailed guidance on planning science

for pupils with SEN.


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There is a wide range of methods that teachers can use to provide

differentiation for pupils with SEN. Effective teaching is supported by:

defining

the objectives, including the knowledge, understanding and

skills;

planning

activities appropriate to class, group and individuals.

Planning for differentiation can involve:

ensuring that pupils strengths are used to build their confidence and

maintain motivation, e.g. involving a tetraplegic pupil in observation

and recording of results while others carry out manipulation of

equipment;

using a multi-sensory approach to give pupils the opportunity to learn

effectively in a way suited to their abilities;

helping pupils overcome learning difficulties, e.g. by simplifying the

language of instructions for pupils with reading difficulties;

including the possibility ofpupils work and reports being recorded in

different ways to suit their capabilities, e.g. on computers, in written

form, video and audio tapes;

providing opportunities for the assessment of pupils progress and

responses and giving feedback to individual pupils;

employing active learning strategies giving pupils first hand

experience selected from or reinforced by everyday examples;

matching the demands of the activity to pupil s level of attainment;

providing a range of activities which will ensure the participation of

all pupils (differentiated by task); and/or

providing similar work for the whole group but allowing different out-

comes for different individuals (differentiation by outcome);

using a clearly defined, step by step approach which promotes a

gradual development of concepts and skills;

allowing sufficient repetition to consolidate skills;

using jargon-free, simple, unambiguous language starting from the

pupils own language and introducing words as needed, especially to

express a concept, e.g. dissolving as opposed to melting;

explaining new words to pupils regularly to ensure they understand

them and can then use them;

allowing time for pupils to reflect on their work;

ensuring that the pace ofthe lesson takes account ofthe differing work

rates of individual pupils;

using visits as stimuli for work and to reinforce concepts taught in

school;


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using material which is free of gender bias and uses the different

cultural and ethnic background of pupils to enrich teaching and

learning;

using a range of communication methods, including speech,

picture/diagrams, writing;

using adaptations of communications for the particular special educa-

tional need, e.g. enlarged print, simple and consistent language, clear

uncluttered illustrations;

having a consistent presentation for written material and a format for

practical work which will avoid anxiety and encourage confidence and

participation;

ensuring safe working conditions and the use of appropriate equip-

ment and aids;

making effective use of classroom helpers and technical support whilst

maintaining pupil control of the work;

organising some work to be done in groups or pairs so that pupils are

able to demonstrate to each other what they can do.


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This section gives a series of activities planned from PoS for each of the

four key stages. Each key stage has the activities set out in the same way;

starting with a section from the PoS, four different activities are

described. For each key stage parts of the PoS have been selected as

examples. They are reprinted in the book and signalled by the logo:

PoS KS

AT

The same logois used on the pages which followeach section ofPoS. These

pages contain an activity which is an example of how the part of the PoS

might be taught.

The examples of investigations and experimental work in the activities

have been selected to show how planning can improve learning and

participation for pupils with different SEN. Each example consists of two

parts:

a description of the

activity

which may include pupil material,

methods, questions posed and equipment used;

a commentary on the choice ofmethods, use of language, rationale of

the activity and a consideration of the needs of individual pupils.

Particular activities may be more suited to pupils with particular

SEN. In some cases alternative communication and recording tech-

niques have been suggested. After each set ofactivities for a key stage,

a case study is provided to demonstrate howparticipation in one of the

science activities has been improved for pupils with particular SEN.

At the end of the examples for each key stage a case study is outlined

which shows how one pupil can be helped to take part in and learn from

a particular activity. Teachers can discuss how the pupil described in the

case study can benefit from approaches used in other examples given.


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KEY STAGE 1

CASE STUDY SUSHMA

Sushma is 7 years old; she is a lively member of her class, enjoying school

life.

In class the teacher discusses any changes to the layout of learning areas

in the classroom with Sushma, to ensure her safe mobility as she has

limited vision. This half-term the class is involved with work on reflec-

tion. Sushma has been collecting reflective materials to bring into school

for a display. Display material is clearly marked using a thick black felt

tip on yellow paper. School staff and Sushma s parents encourage Sushma

to look at any displayed material from more than a metre away.

When working on reflections with a friend, Sushma (see page 16 had

large luminescent yellow shapes placed on the back of her head. Sushma

had little difficulty in seeing them using large mirrors in a well-lit area;

she reinforced her vision by touching the shapes as well as describing

them. On occasions Sushma uses large print books, a computer with a

pen down program, and an opticon is also available for her use. The high-

light of the term was a visit to a hall of mirrors. Sushma enjoyed the trip

immensely and the school practice of walking in pairs with linked arms

ensured she experienced no mobility problems.

Sushma works in a tidy classroom. All pupils take responsibility to return

furniture and equipment to its correct place. This practice helps Sushma

and ensures all the class enjoy a well-organised and visually uncluttered

learning environment.

Discussion

Which of the activities in the Properties of Materials section (pp. 7-11

would best provide for Sushma s needs and abilities?


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KEY STAGE 2

CASE STUDY ANGHARAD

Angharad is 10 years old and attends her local primary school. She is

happier when working on practical tasks than she is when reading or

working on written exercises. She has difficulty in learning and using

language and shows discomfort in unfamiliar surroundings. During this

term s project on weather she has been involved in all class activities. She

responded well to recording weather on the large frieze. This activity

provided her with opportunities to use a camera, to paint pictures and to

assist another child with making a collage in order to record the weather

of the previous week. She has also been encouraged to observe the

weather and take part in whole class and small group discussion before

recording these observations on the chart.

When faced with tasks which restrict Angharad s movement and require

her to sit for extended periods at a table, she becomes restless and at times

disruptive. This activity has provided her with opportunities to undertake

a variety of tasks in different locations. By working alongside her peers,

Angharad has made a full contribution to the class activity. In discussion

she was able to describe her own part in the making of the chart, and the

visual and practical nature of the tasks have provided her with an imme-

diate record of what she has done.

Discussion

Which of the activities in the Growing Plants section (pp. 23-27) would

best provide for Angharad s needs and abilities?


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KEY STAGE 3

C SE STUDY SE N

Sean is 12 years old and attends a school for pupils with a physical disabil-

ity. He has a deteriorating condition which is making him progressively

weaker. He is no longer able to walk and uses an electric wheelchair. He

has daily physiotherapy sessions and uses a standing frame for an hour

each day. Though his arms lack strength and he is unable to reach or lift,

he retains excellent finger control. He is able to write, colour, and uses a

compu ter/word -processor competently.

Sean has a moderate learning difficulty and poor general knowledge

resulting from his lack of early experiences rather than any intellectual

impairment.

He enjoys science but much prefers the practical sessions to the record

keeping and written work.

To ensure that Sean is able to work effectively in science it is necessary to

make sure all experiments are able to either fit on the table he carries on

his wheelchair or on the adjustable height table he uses when in his

standing frame. Wherever possible the practical work is related to Sean s

experience. On those occasions when it has proved impossible for Sean to

do the practical work, he has always been given a responsibility in

another aspect of the group or class work.

With support from both teacher and classroom assistant he makes contri-

butions to all his lessons, though if asked he will always affirm that he

would like to be even more involved in science than he is at present. The

greatest barrier to participation is finding appropriate apparatus and

materials which he can use safely and easily.

Sean has been working recently on a project about Heat with the rest of

his class. He successfully completed the insulation experiment involving

gloves as described on page 40 and when questioned afterwards it was

clear that he had not only enjoyed the work but had understood most of

the underlying concepts. Though he could not make the tea when the class

did the tea making activity, he made an effective contribution to the

discussion based on the knowledge of insulation he gained from the glove

investigation.

Discussion

Which of the activities in the Salt and Food Science sections (pp. 29-37)

would provide for Sean s needs and abilities?


51/66


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61/66

KEY STAGE 4

CASE STUDY GORDON

Gordon, who is a 16-year-old pupil, has had a moderate hearing loss in

both ears since he was 5. His speech is intelligible to the trained ear. His

limited access to language has significantly affected his reading ability.

He is an enthusiastic member of his class and is more than willing to take

an active part in all practical activities. He is a sociable and amenable

pupil, who has developed good relationships with many of his peers.

The class has worked on the topic electricity. They have looked at domestic

supply and power generation. Gordon s group investigated the amounts of

electricity used by different appliances.

The appliances were brought in by the pupils from home as real

examples. Each group made labelled diagrams of each, which were dis-

played on the wall as sources of reference.

An employee of the electricity board was invited to talk to the class. She

brought in several different types of electricity meters which the pupils

were able to examine. She also provided the class with posters and photo-

graphs which were referred to during later class discussions.

Working in small groups the class followed the worksheets which were

easily read and understood helped by instructive diagrams.

Fully aware of how the meter worked, Gordon took an active and con-

structive part in the accurate recording of each tested appliance. He

recorded his results on video, and also drew graphics and tables. He later

entered all the class results onto a database, from which further work and

ideas were generated.

During end-of-lesson class discussion, Gordon referred to his results using

the work he had produced. His report of the experiment included the video

recordings of his work with the meter. The reports of other groups helped

Gordon s understanding.

Discussion

Which of the activities in the Metals section (pp. 49-53) would provide

for Gordon s needs and abilities?


62/66

The purpose of this section is to provide a list of ways of assisting pupils

with special needs to participate in science. It reinforces the strategies

recommended in earlier chapters. Good practice for pupils with special

needs is good practice for all pupils.

When addressing the needs of pupils in science activities, teachers should

consider the layout of rooms, communication and learning needs.

ROOM LAYOUT

Ensure clear access to the room with a straightforward layout which

will not impede pupils with poor mobility.

Avoid unnecessary room changes which can confuse pupils.

Store equipment in a logical way in clearly labelled locations which

are regularly described to pupils.

Help the pupil with a visual impairment to become familiar with a

room by exploring it and by use of a tactile plan.

Check the lighting conditions in the room to ensure that pupils with

visual impairment are seated in the optimum position.

Investigate the acoustics of the classroom and check that the hearing-

impaired pupil is seated in an appropriate position.

Ensure good access to work surfaces, and make sure that wheelchairs

can be put into position under tables and other surfaces.

Do not work with a bright light or window behind the teacher.

COMMUNIC TION

Ensure that all diagrams and illustrations, including those used on

OHPs, are clear and uncluttered.

For the visually impaired pupil, reinforce materials on a blackboard or

screen with clear diagrams (tactile where needed) or large print text.

Try to use the pupil s own medium of communication, e.g. Braille,

Makaton, Bliss symbols, signing.

Avoid walking around the room when talking, as some pupils may be

unable to see or hear what is being said.

Be aware that hearing-aid batteries deteriorate and dirty spectacles

cause loss of vision.

Look directly at pupils when speaking to them; this is essential for

pupils with hearing impairment.

Keep sentences and langage as simple as possible and avoid jargon.

When introducing technical words explain them several times until

pupils understand their meaning.


63/66

Ensure displays are lively and stimulating but uncluttered and that

they are not overpowering in their provision of information.

Where necessary, use non-written forms of recording, e.g. photo-

graphs/tapes/videos.

LEARNING

Avoid introducing several concepts at the same time.

Donot assume that concepts have been understood and provide oppor-

tunities for repetition and reinforcement.

Plan work in small steps to ensure success at every level.

Check the work of pupils with special needs regularly to ensure that

they understand the work, developing skills and are remaining on

task.

Ensure consistency of classroom routines to avoid anxiety.

Be aware that pupils with special needs can take on school and class

responsibilities and that this can improve their self image.


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Nee

would be pleased to receive feedback from teachers on the usefulness

of the material presented in this book. Photocopies of these pages or

letters with your comments may be sent to

Curriculum Guidance 1

Nee,

Albion Wharf,

25

Skeldergate, York YOl

2XL.

Chapter 2: Science and pupils with special educational needs

Chapter Planning for differentiation

Chapter 4: Examples of activities and se studies


65/66

Chapter

5:

Planning checklist

How was the material used

How many teachers were involved

What was the general reaction to the package

Any other comments

NCC would also be pleased to receive other examples of ~ork which

illustrate different approaches to teaching science to phpils with

special educational needs.


66/66

teaching science to pupils with special education needs

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