Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
Students in today's classrooms come from many different backgrounds and have many different educational needs and learning styles. Today's education emphasizes inclusion of students with learning disabilities and a reduction of out-of-class services for gifted learners. Working to meet the needs of the broad spectrum of students is a big challenge for many of today's science teachers. Indications are that most teachers are making few proactive modifications based on learner variance. Inclusion of students with Attention-Deficit/Hyperactivity Disorder (ADHD) and English Language Learners (ELL) in science classrooms along with gifted learners calls for a need of differentiated or academically responsive instruction. Many different instructional modifications can be used in the science classroom to differentiate instruction and better meet the needs of students with ADHD, ELLs, and gifted students. This paper provides support and research for differentiating instruction based on student variance in the science classroom.
Year of Submission
2010
Degree Name
Master of Arts in Education
Department
Science Education Program
Date Original
2010
Object Description
1 PDF (iii, 47 pages)
Copyright
©2010 Nicole M. Kesselring
Language
en
File Format
application/pdf
Recommended Citation
Kesselring, Nicole M., "Differentiating Instruction in the High School Science Classroom: Instructional Accommodations for Students With Attention-Deficit/Hyperactivity Disorder, English Language Learners, and Gifted Learners" (2010). Graduate Research Papers. 4573.
https://scholarworks.uni.edu/grp/4573
Comments
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