Towards Inclusion of All Learners through Science Teacher Education: (36 Studies in Inclusive Education)

Towards Inclusion of All Learners through Science Teacher Education serves as an indispensable resource for teachers and teacher educators wishing to understand how to educate students with exceptionalities in science. This book begins with the voices and stories of the experts: current and former K-12 students with disabilities sharing their experiences in science education classrooms. The voices of students with disabilities are then connected to the work of leading experts in the area of science education for individuals with disabilities in an effort to address the goals of national reform documents by ensuring rigorous science experiences for all students. It is written in a highly accessible and practical manner, making it ideal for all educators including pre-service and in-service teachers, teacher educators, researchers, and curriculum developers.

Table of Contents:
Introduction ix Sami Kahn and Michele Hollingsworth Koomen Section 1: Listening to the Inclusive Voices of Students with Disabilities in the Science Education Classroom 1. Inclusion “Insight”: Visually Impaired Voices in the Science Classroom 3 Lisa Johnson 2. D/HH Voices 13 Lisa M. Dembouski (with Kaitlyn Mielke, Johanna Lucht, Julie Pleski, Norb Biderman and Misty Schomberg) 3. Tanglde in Tetx: What I Want You to Know about My Dyslexic Self 25 Merrie Koester 4. A Good Teacher Makes Science Light-Hearted: Experiences in Learning Science from Alejandro 41 Alejandro and Michele Hollingsworth Koomen 5. Including Students with Autism Spectrum Disorder in a K-12 Classroom 49 Kourtney Bakalyar 6. Looking through the Window to Help Teach Others: Science Stories of Three Young Women 57 Lauren Madden, Amy Schuler, Melissa Friedman, Shanaya Panday and Danielle Koehler 7. Synthesis of Voices from the Field: Implications for Practice 67 Tiffany Wild Section 2: Visions of Inclusion and Access: UDL, Strengths-Based Approaches, and Assistive Technology 8. Redefining Inclusion in Educational Settings across the Least Restrictive Environment Continuum 75 Kathleen M. Farrand 9. Applying a Universal Design for Learning Framework to Mediate the Language Demands of Science 87 Cathy Newman Thomas, Delinda van Garderen, Kate Sadler, Mary Decker and Deborah Hanuscin 10. From Access to Assets: Strength-Based Visions for Inclusive Science Education 101 Sami Kahn 11. Inclusive Online Science Education What Teachers Need to Know 111 Sheryl Burgstahler 12. Universal Design for Learning in Science: A Framework That Supports the Needs of All 121 Sarah Summy and Marcia Fetters Section 3: Developing Disciplinary Core Ideas and Science Content Knowledge 13. From Academician’s Office to Physics Lab for Students with Special Needs: A Guide for Transformation 135 Mustafa Sahi?n Bülbü 14. Crosscutting through Science Education: Opportunities for Inclusion Resulting in Exceptional Learning for All 145 Terri Hebert, Jannike Jakobsen Seward and R. Lee Smith 15. Learning Frog Calls When You Can’t Hear: Fieldwork with High School Students Who Are Deaf and Hard-of-Hearing 159 Lacey D. Huffling, Aerin W. Benavides, Catherine E. Matthews, Mary V. Compton, Stephanie Kurtts and Heidi B. Carlone 16. “Engineering Is for Everyone”: A Case Study of Elementary Engineering Design 169 Elaine Silva Mangiante and Adam Moore 17. Preparing Tomorrow’s Teachers through First-Hand Perspectives of Ability in an Inclusively-Designed Science Methods Course 179 Christopher L. Atchison and Christina R. Carnahan Section 4: Science Practice and Developing Explanations 18. Increasing Science Learning and Engagement for Academically Diverse Students through Scaffolded Scientific Inquiry and Universal Design for Learning 193 Maya Israel, Saadeddine Shehab and Quentin M. Wherfel 19. Scientific Inquiry and Developing Explanations for All 205 Kevin D. Finson 20. Learning Science by Doing Science: Developing Scientific Explanations and Engaging in Argumentation in the Inclusive Science Classroom 219 Kevin Fleming and Dina Secchiaroli Section 5: Promoting Literacy in Science 21. Promoting Equity, Inclusion and Accessibility in Literacy-Rich Science Learning Environments 231 William Lindquist and Rebecca A. Neal 22. Some of Them Have Problems, Too, Like Me: Science Disciplinary Literacy for All 241 Michele Hollingsworth Koomen Section 6: Assessment in Science 23. The Rise of Measurement: Assessing Science and the Implications for Students with Special Needs Inclusive Science Education 255 Jonte’ C. Taylor, Karen Koehler, Karen Rizzo and Jiwon Hwang 24. Assessing the Ultimate Goal of Science Education: Scientific Literacy for All! 265 Judith S. Lederman and Selina Bartels Section 7: Advocacy 25. Oh the Places You Will Go! But How Will You Get There? Examining the Role of Social Feedback, Mentorship and Role Modelling in STEM Career Pathways 277 Heather A. Pacheco-Guffrey 26. Exclusion from Participation in Science: Confessions from an Ally on the Other Side of the Fence 287 Phillip A. Boda Section 8: Science Teacher Education 27. Co-Teaching for Inclusiveness: How Two Teacher Educators Collaborated across Disciplinary Boundaries in an Elementary Science Methods Course 301 Teresa Shume and Keri Desutter 28. Voices and Practice of Send in Science Initial Teacher Education 313 Lyn Haynes and Maria Turkenburg-van Diepen 29. A Collaborative Process for Preparing Pre-Service General Education and Special Education Science Teachers 323 Jenna Porter and Kathy Gee 30. No Student Teacher Left Behind: Lessons Learned from a Science Student Teacher with a Physical Disability 337 Catherine M. Koehler Conclusion: Bringing the Book Together 347 Michelle Hollingsworth Koomen, Sami Kahn, Christopher L. Atchison, and Tiffany Wild About the Contributors 353 Index 365

About the Author :
Michele Koomen, Ph.D (2006), University of Minnesota, is the Lind Professor of Education at Gustavus Adolphus College. Publications include articles in Cultural Studies in Science Education, Journal of Research in Science Teaching and Science Education. Sami Kahn, J.D. (1996), Rutgers University, and Ph.D. (2015), University of South Florida, is an Assistant Professor of Science Education at Ohio University where she uses her legal background to inform her research on inclusive science practices and socioscientific issues (SSI). Christopher L. Atchison, Ph.D. (2011), The Ohio State University, is an Associate Professor of Geoscience Education in the School of Education and Department of Geology at the University of Cincinnati, and the Executive Director of the International Association for Geoscience Diversity. Tiffany A. Wild, Ph.D. (2008), The Ohio State University, is an Assistant Professor in Teaching and Learning and faculty lead for the Program in Visual Impairments at that university. She has published on science education for students with visual impairments.

Review :
"Towards Inclusion of All Learners through Science Teacher Education presents an excellent overview of current practices in schools, descriptions of individual and team efforts to improve practice, and emerging innovations such as the application of Universal Design for Learning (UDL) and Assistive Technology (AT) as promising possibilities if we are to provide equitable science for students with disabilities. Stories from students; descriptions from practitioners in K-12 education; strategies and experiences from post-secondary methods instructors in science education and special education are interspersed throughout the book. Strategies applying the principles of UDL and scaffolding are shared. Section three contains several highly innovate efforts in practice. [...] This book illuminates many factors that exist in present practice, which must be resolved if students with disabilities are to ever receive an equivalent and equitable science education, [ as well as] many of the major issues confronting inclusive science. It is a methods book that can be used as the primary textbook in both science methods and special education methods. It is well suited for graduate classes in curriculum development and instructional strategies. It is an outstanding resource for graduate seminars relating to educational equity and educational reform. I see it as an excellent inschool resource which can be used in in-service training and professional development. I see it as a reflective resource well suited for the personal library of any teacher, curriculum specialist, or administrator." - Dr. Greg Stefanich, Department of Curriculum & Instruction, University of Northern Iowa, in: Journal of Science Education for Students with Disabilities, Vol. 21, No. 1 (2018)