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Remedial and Special Education
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Elementary School Science for Students with Disabilities

Gail Grigg Holahan

Gail Grigg Holahan is an inclusion teacher in the Royalton-Hartland Central School system in Middleport, New York. She is a full-time doctoral student completing her PhD in special education at the State University of New York at Buffalo. Her research interests include curriculum and assessment of children with mild disabilities in science education.

Jacqueline McFarland

Jacqueline McFarland is a former teacher-administrator at the West Seneca Developmental Center. She is a full-time doctoral student pursuing her PhD in special education at SUNY Buffalo. Her research interests include integration and services for individuals with severe and profound disabilities.

Beverly A. Piccillo

Beverly A. Piccillo is a special education teacher on leave from the Buffalo Public School system. She is pursuing her PhD in special education at SUNY Buffalo, where her research interests include equitable educational environments for all students with disabilities, particularly in urban settings. Address: Gail Grigg Holahan, 9719 Watson Ave., Middleport, NY 14105.

This paper reviews science curriculum issues surrounding the education of children with disabilities. Our nation's leadership has expressed serious concern regarding the role of science and mathematics in the education of our children, and children with disabilities cannot be excluded from this interest. we explore the background of science education for children with disabilities and examine three curricula designed especially for children with disabilities: Biological Science Curriculum study, full option science system, and science for all children.

Remedial and Special Education, Vol. 15, No. 2, 86-93 (1994)
DOI: 10.1177/074193259401500204
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This article has been cited by other articles:


Home page
 Intervention in School and ClinicHome page
S. J. Salend
Using an Activities-Based Approach to Teach Science to Students with Disabilities
Intervention in School and Clinic, November 1, 1998; 34(2): 67 - 72.
[Abstract] [PDF]