Although many students with special needs have not taken senior science courses in the past, 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, accommodation for students who have 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. The following are examples of adaptations that may assist students in achieving success.

• Presentation
  • Provide students with advance organizers.
  • Demonstrate or model activities.
  • Adapt the pace of activities.
  • Use specialized technologies where appropriate.
• Assistance
  • Use peers, student tutors, or volunteers to assist.
  • Use teacher assistants to work with students in small groups, 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.
• The Learning 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 (e.g., performing experiments, creating displays and models, tape-recording observations).
  • Adapt assessment tools (e.g., 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 in which to complete work or tests.
  • Paraphrase test questions and instructions as required.
• Reporting
  • Regular reporting with letter grades is appropriate for these students.
  • 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.

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