Table of Contents
Table of Contents
Preface
Chapter 1. Science Education Meets Inclusion
Silvija Markic and Simone Abels (University of Bremen, Germany, and others)
Chapter 2. Inclusive Education, Pedagogy and Practice
Hafdís Guðjónsdóttir and Edda Óskarsdóttir (University of Iceland, Iceland)
Chapter 3. Language in Science Classrooms: Diagnosing Students’ Linguistic Skills
Yannik Tolsdorf and Silvija Markic (University of Bremen, Germany)
Chapter 4. Strategies for Teaching the Language of Science
Peter E. Childs and Marie Ryan (University of Limerick, Ireland, and others)
Chapter 5. Cultural Inclusion in Science Education
Jane Essex (Brunel University London, England)
Chapter 6. Science Achievement among Economically Challenged Students in the United States: A Scoping Analysis
Beverly J. Irby, Nahed Abdelrahman, Shifang Tang, Pei-lin Yang, Tam Phuong, Fuhui Tong, and Rafael Lara-Alecio (Texas A&M University, TX, USA)
Chapter 7. Effective Science Instruction for Students with Cognitive Disabilities in Inclusive Settings
William J. Therrien and Sarah Watt (University of Virginia, VA, USA, and others)
Chapter 8. Lernwerkstatt: An Inclusive Approach in Science Education
Simone Abels and Elisabeth Minnerop-Haeler (University of Lüneburg, Germany, and others)
Chapter 9. Inclusive Science Education Opportunities for the Blind and Visually Impaired
Cary Supalo (Purdue University, IN, USA)
Chapter 10. Science Differentiation: Professional Development for Teachers
Seán O’Leary (Wexford Education Centre, Ireland)
Chapter 11. From Each according to her Capabilities; to Each according to her Needs: Fully Including the Gifted in School Science Education
Keith S. Taber and Fran Riga (University of Cambridge, England)
Chapter 12. Super Science High Schools – Japanese-Style Science Education Designed to Augment Talented Students’ Individuality and Skills
Manabu Sumida (Ehime University, Japan)
List of Contributors
Index
This book is for everybody being interested in inclusive science education. The target audience is not only researchers, but future and practicing science teachers as well. The book is not meant to be a classic handbook for science education.
