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THE USE OF SIMPLE EXPERIMENTS IN TEACHING PHYSICS TO THE CHILDREN WITH SPECIAL NEEDS

Year 2015, Volume: 2 , 1 - 4, 30.04.2015

Abstract

This
paper deals with inclusive teaching to the children with problems in
intellectual development and sand-blind children. In the Republic of Serbia
children with special needs are included in regular classrooms in the Primary
schools and that is called inclusive teaching. Inclusive teaching strategies
are of great importance in order to help children with special needs to attend
classes with the children of the same age. Their difficulties in the learning
process require special developed curriculum custom to them. In teaching
physics the use of simple experiments could be of great help. While conducting
simple “Hands-on” experiments, children become active participants in teaching
process and also it helps their socialization with their classmates. It is very
important to choose adequate simple experiments so child can be included in its
conduction, despite of his or her problem. It is necessary to create a friendly
atmosphere in the classroom. When sand-blinded child is included in conducting
simple experiments, his or her classmates must sometimes describe phenomena and
compensate their friend’s inability of observation. Usually classmates will not
be able to help their friend with problems in intellectual development to
understand how experiment should be conducted. In this case, the teacher will
have to provide additional assistance in conducting the experiment and also in
the process of drawing conclusions. Teacher must be careful in creating groups
for conducting experiments, so regular students will accept their classmates
with special needs. In this paper, a suggestion of some adequate simple
experiments for teaching physics to the children with special needs is given.
Experiments in the fields of motion, pressure, density, heat, electromagnetism
and sound are proposed.

References

  • Alper, S., & Ryndak, D.L. (1992). Educating students with severe handicaps in regular classes. The Elementary School Journal, 92, 373-387. Clark, C., Dyson, A. & Millward, A. (eds.) (1995). Towards Inclusive Schools? London: David Fulton Publishers. Hay, G. H., Courson, F. H., & Cipolla, J. M. (1997). Strategies for success in inclusive classrooms. Reading & Writing Quarterly, 13, 97-100. Hunt, P., Farron-Davis, F., Beckstead, S., Curtis, D. & Goetz, L. (1994). Evaluating the effects of placement of students with severe disabilities in general education versus special classes. Journal of the Association for Persons with Severe Handicaps, 19, 200-214. Hunt, P., Staub, D., Alwell, M. & Goetz, L. (1994). Achievement by all students within the context of cooperative learning groups. Journal of the Association for Persons with Severe Handicaps, 19, 290-301. Logan, K.R., Bakeman, R., & Keefe, E.B. (1997). Effects of instructional variables on engaged behavior of students with disabilities in general education classrooms. Exceptional Children, 63, 481-497. Logan, K. R., & Malone, D. M. (1998). Instructional contexts for students with moderate, severe, and profound intellectual disabilities in general education elementary classrooms. Education and Training in Mental Retardation and Developmental Disabilities, 33, 62-75. Maker, C. J., Nielsen, A. B., & Rogers, J. A. (1994). Giftedness, diversity, and problem-solving. Teaching Exceptional Children, Fall, 4-19. Sindelar, P. T., Smith, M. A., Harriman, N. E., Hale, R. L. & Wilson, R. J. (1989). Teacher effectiveness in special education programs. Journal of Special Education, 20, 195-207. Wisniewski, L., & Alper, S. (1994). Including students with severe disabilities in general education settings. Remedial and Special Education, 15, 4-13.
Year 2015, Volume: 2 , 1 - 4, 30.04.2015

Abstract

References

  • Alper, S., & Ryndak, D.L. (1992). Educating students with severe handicaps in regular classes. The Elementary School Journal, 92, 373-387. Clark, C., Dyson, A. & Millward, A. (eds.) (1995). Towards Inclusive Schools? London: David Fulton Publishers. Hay, G. H., Courson, F. H., & Cipolla, J. M. (1997). Strategies for success in inclusive classrooms. Reading & Writing Quarterly, 13, 97-100. Hunt, P., Farron-Davis, F., Beckstead, S., Curtis, D. & Goetz, L. (1994). Evaluating the effects of placement of students with severe disabilities in general education versus special classes. Journal of the Association for Persons with Severe Handicaps, 19, 200-214. Hunt, P., Staub, D., Alwell, M. & Goetz, L. (1994). Achievement by all students within the context of cooperative learning groups. Journal of the Association for Persons with Severe Handicaps, 19, 290-301. Logan, K.R., Bakeman, R., & Keefe, E.B. (1997). Effects of instructional variables on engaged behavior of students with disabilities in general education classrooms. Exceptional Children, 63, 481-497. Logan, K. R., & Malone, D. M. (1998). Instructional contexts for students with moderate, severe, and profound intellectual disabilities in general education elementary classrooms. Education and Training in Mental Retardation and Developmental Disabilities, 33, 62-75. Maker, C. J., Nielsen, A. B., & Rogers, J. A. (1994). Giftedness, diversity, and problem-solving. Teaching Exceptional Children, Fall, 4-19. Sindelar, P. T., Smith, M. A., Harriman, N. E., Hale, R. L. & Wilson, R. J. (1989). Teacher effectiveness in special education programs. Journal of Special Education, 20, 195-207. Wisniewski, L., & Alper, S. (1994). Including students with severe disabilities in general education settings. Remedial and Special Education, 15, 4-13.
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Details

Journal Section Articles
Authors

Dušanka ž. Obadović This is me

Bojan Lazarević This is me

İvana Bogdanović This is me

Mirjana Ilić This is me

Publication Date April 30, 2015
Published in Issue Year 2015 Volume: 2

Cite

APA Obadović, D. ž., Lazarević, B., Bogdanović, İ., Ilić, M. (2015). THE USE OF SIMPLE EXPERIMENTS IN TEACHING PHYSICS TO THE CHILDREN WITH SPECIAL NEEDS. The Eurasia Proceedings of Educational and Social Sciences, 2, 1-4.