WELCOME

Instructional Adaptation in Math

and Science
In this Lecture, You will learn :

➢Teaching Science to SPED

➢Principles
➢Barriers
➢Strategies
➢Draw lots of topics
 Final Requirement
1. Write a 6-10 pages research intensive paper based on the topic assigned to your pair.
2. Use the given outline in writing the different parts of your research paper.
a. Introduction- rationale and purpose
b. Main body – topic, sub-topics, theories , framework , figures and drawings
c. Analysis and discussion – based on the POV of the writers
d. Conclusion and recommendations
e. References
3. Collaborate with your partner and submission deadline will be on December 10, 2022.
4. The indicated rubric will be used for scoring. Each criteria is given a weight of 25
points.
Purpose - 25
Content - 25
Organization - 25
Writing structure - 25
BSNE 301 Pairings
10. Cano – Nidoy
1. Acibal – Velez
11. Cortez – Naga
2. Alimon – Tiu
12. Cunanan K – Manialung
3. Antoquia – Talabucon
13. Cunanan R – Logano
4. Anusencion – Sta Maria
14. Dalusung – Lacsina
5. Baking – Rivera
15. Dela Pena – Ignacio
6. Boiser – Reyes
16. Enclona – Ibanez
7. Calaguas – Puri
17. Esquivel – Gonzales
8. Cambe – Perillo
18. Fajardo – Frias
9. Canlapan – Perez
1. Teaching Science to SPED learners
2. Effective strategies in teaching science- visualization , cooperative learning
3. Effective strategies in teaching science – technology in classroom, behavior management
4. Teaching aids in Science- non-electronic, electronic
5. Instructional materials in Science SPED – traditional and digital
6. Motivational and emotional influences in teaching science
7. Learning theories in SCIENCE SPED
8. Using technology in motivating students in science
9. Teaching of living things and non-living things in SCIENCE SPED learners
10. Teaching of human body in SCIENCE SPED learners
11. Teaching of weather in SCIENCE SPED learners
12. Teaching of earth , sun and moon in SCIENCE SPED learners

13. Teaching of animals and their needs in SCIENCE SPED learners

14. Teaching of plants and their needs in SCIENCE SPED learners

15. Teaching of seasons in SCIENCE SPED learners

16. Teaching of food chain in SCIENCE SPED learners

17. Teaching of land environment in SCIENCE SPED learners

18. Teaching of water environment in SCIENCE SPED learners

Learning disorder
Behavior disorder
Communication disorder
impairments
Memory deficit
low level reading skill
language difficulties
 Principles of Science for SPED Learners
Constructivism helps students
actively acquire a cognitive
structure; it enhances
integration of information into
an existing cognitive scheme,
meta-cognitive skills and the
refinement of cognitive
structures.
Exploratory learning as opposed
to traditional instruction and the
ability to maintain the acquired
knowledge after a certain period
of time.

Although traditional and direct

instruction are widely used in
everyday practice, researchers
are interested in it mainly
compared to exploratory learning
and inquiry based instruction.
Inquiry based instruction
helps students improve their
conceptual understanding,
including the usage of data
and information, retaining of
cognitive skills and application
of strategies for information
processing.
Hands-on activities are essential for
inquiry-based science learning especially
for students with learning disabilities.
However, some activities should be
specifically modified regarding the
materials used by ( Scruggs et al., 1998).

These activities may form a platform for

problem solving, for students’ engagement
in scientific inquiry and active learning; in
addition they are helpful for students with
mild learning difficulties, especially when
they are well structured.
Hands-on activities are
generally more effective when
they are part of well-
structured teaching, which is
circumscribed by rules and
specific science concepts.

Scruggs et al. (2010) mention

that systematic presentation of
rules through examples and
repetition, followed by guided
practice.
Project Based Learning is a cross-
curricular program that engages
students to problem solving
activities through interaction in a
group and through open-ended
questions.

Project Based Learning improved

students’ scores in mathematics and
science.
Multiple Means of Representation
and Graphic Organizers .

Several studies investigate whether

presenting information and content
in different ways such as converting
books into hypermedia books and
using multiple means of
representation (e.g. narration,
animation, comparison charts,
digital maps, etc.) facilitates learning
procedures.
Several spatial and graphic
organizers (such as concept
maps, concept diagrams, visual
aids, semantic maps, semantic
feature analysis, etc.) have an
overall positive effect on
learning science, especially for
students that encounter
difficulties in writing, in
understanding the content of
science, and in constructing and
refining cognitive schemata.
ICE BREAKER
FAST

SLOW

SHOW
FAST

SLOW

SHOW
FAST

SLOW

SHOW
FAST

SLOW

SHOW
FAST

SLOW

SHOW
FAST

SLOW

SHOW
FAST

SLOW

SHOW
FAST

SLOW

SHOW
FAST

SLOW

SHOW
FAST

SLOW

SHOW
FAST

SLOW

SHOW
FAST

SLOW

SHOW
FAST

SLOW

SHOW
FAST

SLOW

SHOW
FAST

SLOW

SHOW
 Effective Strategies for Science SPED
Collaborate with special education and general
education teachers.

Collaboration is essential for planning

instructional strategies that will be effective
for students with learning and behavior
disorders.

When special education and science

teachers plan and teach together, the
combined expertise in science content and
individualization will foster development of
appropriate lessons for all students.
 Repetition
Students with special needs need high
quality activities with a good repetition
to practice the skills they need to master
as well as to truly understand the topic.

In order to meet special education

students’ needs, we must provide them
with multiple opportunities to practice
the science vocabulary and skills in the
standards.
 Variety of Presentation
Because our students need so much
repetition, special educators must present
the material in a variety of ways to ensure
student learning and keep them
engaged. Think about how boring it would
be if we just did one worksheet over and
over of the life cycle of a butterfly.
Having a variety of materials that present
the same material is a way to keep students
engaged while presenting it to them
multiple times to facilitate learning.
• A PowerPoint of facts about butterflies, it can be printed as a
pdf book or read on a tablet as well.
• Mini-books that students can color or take home to practice
the stages of the life cycle as well as brief facts about them.
• Adapted books (or interactive books) that the students
manipulate pictures and/or words to read about butterflies.
• Flip books that the students can refer to with information
about each stage of the life cycle.
• Multiple ways to practice putting the life cycle together
Easy Ways to Demonstrate Mastery
We don’t want to add something on that
creates more work through data collection,
so permanent product is a good way to
go.

For instance, in the butterfly unit I included

a number of different ways students can
demonstrate mastery depending on their
skill level. There are worksheets for cutting
and pasting the stages using pictures,
using words and pictures, and using writing
with picture cues.
Create lessons based on
themes or big ideas.

Many science standards and

programs emphasize broad
concepts for organizing science
instruction, and this approach can
benefit students with memory
problems.
Incorporate explicit instruction
on the lesson topics.

Although most science standards

emphasize a constructivist classroom
and inquiry science lessons, it is
beneficial to incorporate some explicit
instruction for students with mild
disabilities.

Directly summarizing the key points

learned from a lesson provides students
with notes on the new information for
later study.
Use graphic organizers and visual
representations.

Teachers can prepare notes as

organizers for presentation
before, during, and after the
lesson. The notes can be outlines,
key ideas, critical questions, or
sentences with blanks for
students to complete.
Visual representations can be useful for students with difficulties in
processing and reading comprehension. Graphic organizers, tables, and charts
are helpful visual displays that can represent key ideas and their relationship
to each other.
Pictures that represent ideas can be beneficial for
comprehending and conceptualizing. Charts of
solids, liquids, and gases; acceleration graphs; and
diagrams of moon phases, for example, clarify the
concepts and their relationships.
Model behaviors and strategies you want
students to follow.

When teachers assign small-group tasks in the

elementary science class, it is helpful to
prepare students so that everyone has a
chance to participate.

Teachers can model appropriate strategies

such as measuring small objects with a ruler
prior to a group task involving classification of
plants by size.
Study Guide Use.

Prior to a science lesson,

teachers can create and
distribute study guides with
key questions, lists of main
ideas, and definitions.
Improving Science Comprehension
• Announce the work you’ll be doing in advance. This will help
the student mentally prepare for the lesson and not feel
“ambushed.”
• Make it easy to identify lab equipment. Keep workspaces
spaces neat and sparse. Use color codes for supplies and tools.
Enlist other students to help with cleanup, if necessary.
• Assign lab and homework projects according to ability.
Resolve to know how much your student can realistically
accomplish with a project; stay within a range that challenges but
doesn’t frustrate him or her.
• Discuss real-world applications of classroom
concepts. Students with disabilities can remember
real-world examples of science in action better than
abstract theory.
• Bargain with the student, if needed. Look for
mediums (i.e., speaking) where the student is stronger,
to offset weaker areas (i.e., writing). Provide the student
with flexibility in choosing assignments that meet the
lesson’s objectives
Thank
You!