Integration of Cross-Curricular Interests

Throughout the curriculum development and revision process, the development team has done its best to ensure that relevance, equity, and accessibility issues are addressed in this IRP. These issues have been integrated into the learning outcomes, suggested instructional strategies, and assessment strategies in this IRP with respect to the following:

• Applied Focus in Curriculum
• Career Development
• English as a Second Language (ESL)
• Environment and Sustainability
• Aboriginal Studies
• Gender Equity
• Information Technology
• Media Education
• Multiculturalism and Anti-Racism
• Science-Technology-Society
• Special Needs

Science and Students with Special Needs

Special educational needs are those characteristics that make it necessary to provide a student undertaking an education program with resources different from those that are needed by most students.

Although in the past many students with special needs have not taken senior science courses, there may well be greater numbers enrolling as our high schools become increasingly inclusive. Since special education settings typically lack the available curriculum materials, equipment, and expertise found in high-quality science education programs, the inclusive secondary classroom is often the best setting for students with special needs to learn science.

• Many students with special needs may need advanced practice with the equipment, specialized directions, and time to practise, perhaps with the help of a peer.
• Issues of safety in the laboratory, difficulty reading lab manuals, and special adaptations for equipment must be dealt with before some students can realistically participate.
• Adaptations may be required to enable some students with special needs to successfully meet the prescribed learning outcomes. Regular reporting with letter grades is appropriate for these students. The following are examples of adaptations that may assist students in achieving success. Presentation:
  • provide students with advance organizers
  • demonstrate or model
  • adapt the pace of activities
  • use technologies where appropriate
  Assistance:
  • use peers, student tutors, or volunteers to assist
  • use teacher assistants to work with small groups of students as well as with an identified student with special needs
  • use consultants and support teachers for problem solving and to assist in developing strategies for science instruction
  Environment:
  • change students' seating
  • use co-operative grouping
  Materials:
  • use large-print activity sheets
  • highlight key points on all print materials
  • use alternative texts at an easier reading level
  Assessment:
  • allow various ways for students to demonstrate their understanding of scientific concepts such as performing experiments, creating displays and models, and tape-recording observations
  • adapt assessment tools (such as paper-and-pencil tests) to include options such as oral tests, open-book tests, and tests with no time limit
  • keep work samples for student reference
  • use computer programs that provide opportunities for scientific practice and for recording results
  • allow an alternative setting to complete work or tests
  • provide opportunities for paraphrasing test questions and instructions as required
• Modifications may need to be made on an individual basis for students who are not expected to meet the prescribed learning outcomes. Structured written comments rather than letter grades are to be used for students who are working on individualized goals that are substantially different from the prescribed learning outcomes.
• Adaptations and modifications for a student with special needs should be recorded on the student's Individual Education Plan and considered in the development of the Student Learning Plan. This information may also become important if adjudications for special considerations on provincial examinations are sought.

Promoting Gender and Social Equity

Research has identified both cultural and gender biasses in learning resources and in teaching. The following are suggestions for ways teachers can work to eliminate these biasses and promote equity.

• Explore not only the practical applications of science but also the human elements, such as changes in ideas throughout history and the social and moral implications of science.
• Recognize that a diversity of learning styles requires a diversity of teaching strategies. The skills and processes of science support these strategies by encouraging students to develop an understanding of issues ranging from environmental impact to ethics and social responsibility.
• Tutor students on an equitable basis and maintain a balance in student discussion and activities.
• Demonstrate the relevance of science to careers and everyday life in ways that appeal to all students in the school or class. Successful links include environmental, social, and political issues, and current topics in the news.
• Look for opportunities for more visual and hands-on activities and for group projects. Most students enjoy these teaching methods and many thrive on co-operative and collaborative work in small groups.
• Create or participate in opportunities to communicate with individuals or groups by electronic means. Electronic communication easily crosses gender, social, and geographic barriers.
• Forge strong links with organizations, institutions, and schools that have developed successful science and technology programs for girls.
• Create or participate in opportunities designed specifically for girls, as this approach helps girls build confidence and explore and develop their own interests.
• Feature guest speakers who make extensive use of science in their careers or study and who are non-traditional role models.
• Emphasize that science is done by people with a variety of interests and responsibilities.

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Last Modified: April 1, 1998.
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