Resources - Archived Materials

Section Four: Recommendations - Program Delivery Issues

4.1 Provisions for meeting the needs of all students in science education

a) Exceptional students

Although the knowledge and skills required of exceptional students should be the same as those for all students, the teaching strategies, time involved, and assessment methodologies may be dfferent. The inclusion of exceptional students involves phosophical and methodological changes in teaching and assessment strategies to accommodate their needs. Facilities that are wheelchair accessible should be designed with the needs of exceptional students in mind. Human support, adaptive equipment, and modifications to the program may also be necessary for some students. Safety can be a major concern for some exceptional students.

Gifted students in science may not be challenged as much as they should be in secondary school. Prior learrn'ng assessments must be in place to detemiine where these students are in their learning, and special programs should be set up to meet their needs.

b) English as a second language/English skills development

With an increasing diversity of students in secondary schools, the needs of English as a second language (ESL) and English skills development (ESD) students have to be addressed. ESL students must leam English, but they must also be able to proceed through the academic instruction program at their school. Their problem is lack of English-language skills, not lack of ability or intelligence. ESL students should be taught the regular science curriculum with adjustments made for language level and cultural bias. The challenge comes in finding ways to present the information to increase their comprehension.

Teachers will have to modify and adapt their teaching methods to accommodate these students. For example, "sheltered instruction" may be useful in teaching both science and English to ESL students. In this approach, the teaching of concepts is emphasized more than the learning of new vocabulary, and a variety of presentation techniques is used to enhance the learning of science. As a result, students not only learn the science being presented, but also increase their knowledge of English.

Science teachers must support the efforts of English teachers in helping ESD students use Standard Canadian English. Achieving standard spoken and written English within science is important to all students, since many of them are likely to work in science-related fields where communication is important.

c) Aboriginal students

Very few Aboriginal People are represented in science and technology careers. To meet Aboriginal students' needs, teachers of science should understand the Aboriginal approach to nature. Traditionally, Aboriginal People are willing to co-exist with the mystery in nature by celebrating that mystery. This attitude represents a sharp contrast to the scientific approach, which tries to explain mystery away. Among Aboriginal People, there is a holistic rather than an analytical approach to the natural world and a strong focus on stewardship of the land.

Teachers will need to adapt their methods and attitudes and be sensitive to Aboriginal culture. The atmosphere of the classroom should encourage all students to develop socially, mentally, physically, and spiritually. It is important to promote positive and constructive values and provide opportunities for Aboriginal students to share their gifts and talents to help and inform others. Where suitable in the curriculum (e.g., in environmental sciences) Aboriginal role models, traditions, customs, values, and perspectives should be included for all students in Ontario.

d) Gender issues

Both genders should be encouraged to study a variety of science subjects and to consider a broad spectrum of science-related careers. Educators should pay particular attention to students' accessibility to role models of both genders.

e) Issues of ethnocultural equity

The Eurocentric focus on science needs to be broadened to include an emphasis on the contributions of scientists from other parts of the world. In our culturally diverse population, it is important to provide a balanced view of different ethnocultural contributions to science.

e) Adult students

Adult students have very diverse backgrounds and needs. An assessment method is needed to evaluate their needs, experience, and prior leaming. Once the outcomes for adult students are established, learners should be encouraged to challenge themselves to meet these outcomes and should be able to show, through a Prior Leaming Assessment strategy, that they have met the required outcomes. Since adult students should be given more flexibility than regular students, their needs are best met in schools with a variety of schedules, methods, and assessments.