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Teaching science skills and knowledge to students with developmental disabilities : a systematic review
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Apanasionok, Magdalena, Hastings, Richard P., Grindle, Corinna, Watkins, Richard C. and Paris, Andreas (2019) Teaching science skills and knowledge to students with developmental disabilities : a systematic review. Journal of Research in Science Teaching, 56 (7). pp. 847-880. doi:10.1002/tea.21531
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Official URL: https://doi.org/10.1002/tea.21531
Abstract
A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self‐directed learning and two on comprehension‐based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.
| Item Type: | Journal Article | ||||||||
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| Subjects: | L Education > LC Special aspects of education Q Science > Q Science (General) R Medicine > RC Internal medicine |
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| Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | ||||||||
| Library of Congress Subject Headings (LCSH): | Science -- Study and teaching, Developmental disabilities, Intellectual disability, Autism spectrum disorders, Students with disabilities -- Education, Learning disabled -- Education | ||||||||
| Journal or Publication Title: | Journal of Research in Science Teaching | ||||||||
| Publisher: | Wiley-Blackwell Publishing, Inc. | ||||||||
| ISSN: | 0022-4308 | ||||||||
| Official Date: | September 2019 | ||||||||
| Dates: |
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| Volume: | 56 | ||||||||
| Number: | 7 | ||||||||
| Page Range: | pp. 847-880 | ||||||||
| DOI: | 10.1002/tea.21531 | ||||||||
| Status: | Peer Reviewed | ||||||||
| Publication Status: | Published | ||||||||
| Reuse Statement (publisher, data, author rights): | "This is the peer reviewed version of the following article: Apanasionok MM, Hastings RP, Grindle CF, Watkins RC, Paris A. Teaching science skills and knowledge to students with developmental disabilities: A systematic review. J Res Sci Teach. 2019;1–34. which has been published in final form at ttps://doi.org/10.1002/tea.21531. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions." | ||||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||||
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