Students with Disabilities: Common Characteristics and Helpful Hints

Student Performance Objectives:

• The teacher candidate will distinguish between "handicapped" and "disabled."
• The teacher candidate will describe what it means to provide access in word and deed as related to the following areas of conduct:
  • common courtesies
  • stereotypes
  • accommodations
• The teacher candidate will provide at least three strategies that a science teacher can use to provide common courtesies to students with disabilities.
• The teacher candidate will provide at least three strategies that science teachers can use to dispel stereotypes associated with a student with a disability.
• The teacher candidate will provide at least three practical strategies that science teachers can use to accommodate the needs of individuals with any of the following types of disabilities:
  • attention deficit disorder (including hyperactivity disorder)
  • emotional disabilities
  • epilepsy
  • hearing impairments
  • motor/orthopedic impairments
  • learning disabilities
  • vision impairments
• The teacher candidate will conduct a "built environment survey" of the future student teaching site.

PHY 311 Course Syllabus

Access to Scientific Literacy: Students with Disabilities (PPT presentation)

Tips for Science Teachers Having Students with Disabilities (224kB PDF) or more extensive West Virginia University web site

REQUIRED CLINICAL EXPERIENCE -- Built Environment: A Checklist

Writen Resources:

Serving Student's (sic) with Disabilities - Physics Resource Room Library

Barrier F R E E in Brief series (AAAS, 1991) - Physics Resource Room Library (see especially the following booklets: Access in Word and Deed and Laboratories and Classrooms)

Web Resources:

The Council for Exceptional Children
http://www.cec.sped.org/

Learning Disability resources
http://www.ldresources.com/

LDOnline
http://www.ldonline.org/

Attention Deficit Disorder Association
http://www.add.org/

One ADD Place
http://www.oneaddplace.com/addlibr.htm

The National Association on Mental Illness
http://www.nami.org/

American Speech-Language-Hearing Association
http://www.asha.org/default.htm

The Center for Speech and Language Disorders
http://www.csld.com/

The National Center for Stuttering
http://www.stuttering.com/

The National Association on Deafness
http://www.nad.org/

National Information Center on Deafness
http://www.gallaudet.edu/

Where Do We Go From Hear?
http://www.gohear.org/

American Federation of the Blind
http://www.afb.org/

American Printing House for the Blind
http://www.aph.org/

Augmentative/Alternative Communication
http://www.aacintervention.com/

United Cerebral Palsy Association
http://www.ucpa.org/

Closing the Gap
http://www.closingthegap.com

An even more comprehensive listing of inclusion resources can be found at the web site of Marcia K. Fetters of Western Michican University.
http://homepages.wmich.edu/~mfetters/Inclusion.html

Return to PHY 311 Course Outline