Researched Based Evidence Article Summary

Science Success for Students with Special Needs: Strategies for Helping All Students Master Science Standards
Natasha Dash - 905

In the article Science Success for Students with Special Needs: Strategies for Helping All Students
Master Science Standards, Marcee M. Steele, features “instructional, study, and test-taking strategies useful in
preparing all students, but particularly students with mild learning challenges for success in science class” and
on tests (Steele, 2007, p. 48). Steele provides concrete examples of various strategies as well as identifying
which specific learning needs a particular strategy could support.
For differentiating instruction, Steele (2007) recommends special education and general education
teachers collaborate, plan and teach together. Steele advocates that lessons be based on themes or big ideas
which would benefit students with memory difficulties as they will have “fewer ideas to learn at one time and
more practice with the concepts as they are covered across many science lessons” as well as “focus[ing] on a
few important ideas rather than getting lost in numerous details” (2007, p. 48). Steele (2007) highlights the
benefits of some explicit instruction for struggling students by directly summarizing key points learned and
giving students notes to study. Steele states that using visual representations such as “graphic organizers,
tables, and charts, can be useful for students with difficulties in processing and creating comprehension”
(2007, p. 49). Steele discusses the benefits of assigning small group tasks in which teachers model appropriate
strategies and clearly explain rules and expectations of the tasks. Steele expresses that “students with reading
disabilities may benefit from modifications regarding science text book[s]” use such as “highlighting key
passages for students; eliminating sections that are not as critical; using visual representation of materials
such as charts and outlines; reviewing vocabulary prior to the lesson; and clarifying the parts of the textbooks
such as glossary, index, and appendix” (2007, p. 49).
For study strategies, Steele recommends teachers “create and distribute study guides, with key
questions, lists of main ideas, and definitions” (2007, p. 49). Steele (2007) believes that students with
attention, memory or organizational struggles would find great benefit from using study guides. Steele (2007)
suggests various tips for teachers to support students in reviewing materials including setting aside time at the
end of the unit to make sure students have all the related materials and resources, and setting up study goals
for how many minutes each night review will be done. Steele (2007) highlights strategies to support students
in understanding and memorizing what they have learned such as using flash cards or mnemonics. Steele
(2007) endorses the teaching of and modeling of note taking such as highlighting so that students with
learning, memory, or attention struggles will be able to generalize and use strategies right away with science
content.
 For test-taking strategies, Steele, emphasizes the need to teach students general test-taking
behaviours such as “healthy eating, appropriate sleep habit, wearing comfortable clothing, and staying calm
during the test” (2007, p. 50). Steele (2007) suggests students practice analyzing directions and questions to
ensure they understand the questions and respond to every part of the question. Steele (2007) includes
examples of specific test-taking strategies that would benefit students with attention difficulties memory
difficulties, and processing difficulties. For students with learning and communication disorders, Steele
recommends, “practicing activities with test directions related to science questions” as these students “may
not be as familiar with terminology frequently used to describe science tasks, question, and experiments”
(2007, p. 51).
Overall, Steele maintains that “although the recommendations are critical for the success of students
with mild learning disabilities, the ideas are beneficial for all students” (2007, p. 51). It is clear, that Steele’s
recommendations and examples of strategies can support and benefit all students in acquiring the tools and
strategies they need to see success in the science classroom and on science tests.
 References

Steele, M. (2007). Science Success for Students with Special Needs: Strategies for Helping All Students Master

Science Standards. Science and Children, 48–51.

https://s3.amazonaws.com/nstacontent/sc0710_48.pdf?AWSAccessKeyId=AKIAIMRSQAV7P6X4QIKQ&

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