Learning Matters
Tips about education from Indiana University
Christmas lights and mystery gift boxes can provide science teachers with innovative ways to incorporate the holidays into science activities. Teachers can use Christmas lights to conduct electricity experiments, use scientific investigations to determine the content of mystery gift boxes, and perform other scientific tests on standard holiday toys to engage students, according to Valarie Akerson, an associate professor in the Indiana University School of Education's Department of Curriculum and Instruction. As part of a partnership called Science Educator Development: Understanding Content and Teaching It Effectively to Students, Akerson is working with 20 teachers from Monroe County Community School Corp., Spencer-Owen County Schools and Richmond-Bean Blossom Community School Corp. to provide science content, pedagogy and input on curriculum selection. "This is the year that Indiana is adopting the new science curricula for all grades," Akerson explained. "We are working with teachers to look at science in new ways through hands-on science, nature of science, and inquiry. The teachers are now putting that information into classroom practice." The cohort was involved in a two-week intensive summer workshop and now participates in monthly workshops to discuss different aspects of science education. "The seminars and workshops allow teachers to work together to solve classroom issues as they relate to teaching elementary children science," she said. Akerson can be reached at 812-856-8140 and vakerson@indiana.edu.
A problem-based learning CD-ROM has been created to help special-education pre-service teachers grapple with the full complexities of teaching students with disabilities. "Each CD focuses on a single case study that teacher-education students must thoroughly examine to determine what is causing their 'student's' academic disabilities. They must also decide whether or not to refer him to special education classes and how they will address his particular needs in the classroom," explained Theresa Ochoa, an assistant professor in the Department of Curriculum and Instruction of the IU School of Education. "Finding the right answer is not the most important objective in the computer-supported simulations, but rather, each pre-service teacher is tasked with providing sound reasoning for the decisions they make." Ochoa said the CDs help fill a gap for students who have the proper academic preparation but lack the real decision-making skills that are required when teaching a student with learning disabilities. "The problem-based learning approach helps prepare students by giving them real-life problems to solve, thereby gaining a greater understanding and self confidence that they will one day be able to make well-informed decisions when it really matters," she said. The CD has been very well received by faculty and students alike. "Having a case study provides students a reference point for nearly all the academic lessons they learn during the special-education program. It helps puts a face on the day's subject matter," she explained. Ochoa can be reached at 812-856-8135 and tochoa@indiana.edu.
Providing students with disabilities an appropriate education in the least restrictive environment is at the heart of legislation that has been enacted since 1975. But for school districts that are required to fund the majority of the oftentimes costly education, the challenge is how to provide an education that meets a student's needs as required by law. If the parents and school cannot agree on the provisions of the student's individualized education program, either party can initiate a due process hearing. Thomas Huberty, professor in the Department of Counseling and Educational Psychology of the IU School of Education, has served as an independent hearing officer in Indiana for the past 16 years. "The 1997 reauthorization of the Individuals with Disabilities Education Act provided for more parental rights and made schools more accountable to inform parents," Huberty explained. "Special-education legislation is very good overall and has helped children with disabilities, but it sometimes has also made it difficult for schools." Parents can serve as their children's advocates by becoming familiar with the various laws and regulations. They may also seek help from established local and state advocacy groups, including the Indiana Protection and Advocacy Services, http://www.in.gov/ipas/ and 800-838-1131. "The hearing process provides a mechanism to assure that a student with a disability is educated appropriately," he said. Huberty can be reached at 812-856-8332 and huberty@indiana.edu.
