Effects of thematic-based, hands-on science teaching versus a textbook approach for students with disabilities

By Cheryl McCarthy. 2005

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Impact of Adaptive Materials on Teachers and their Students with Visual Impairments in Secondary Science and Mathematics Classes (2011, background): “These two laws, while not mutually exclusive, are difficult to fulfil in practice at the secondary level (Grades 6–12) because special education teachers often lack science and mathematics content knowledge and content area specific pedagogy (McCarthy, 2005).”
Science Learning in Special Education: The Case for Constructed Versus Instructed Learning (2007, background): “The positive effects of hands-on science instruction for students with mild disabilities have also been reported by other researchers (Bay, Staver, Bryan, & Hale, 1992; Dalton, Morocco, & Tivnan, 1997; McCarthy, 2005).”
Differentiated Curriculum Enhancement in Inclusive Middle School Science (2006, unknown): “, Gersten & Baker, 1998; Woodward, Carnine, & Gersten, 1988), and hands-on science activities (Bay, Staver, Bryan, & Hale, 1992; Dalton, Morocco, & Tivnan, 1997; McCarthy, 2005; Mastropieri et al., 1998; Scruggs et al., 1993).”
Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis (2010, background): “Similarly, McCarthy (2005) reported higher achievement when students with emotional disabilities in a hospital setting were taught an 8-week unit on physical science, wherein performance was generally higher in the hands-on activities condition.”