1. Syafiq
Aliff Azizi
Helmi
Fadhil

2.  They’re individuals who require special education & related
services if they are realize their full human potential.
 They may have problems in thinking, seeing, hearing,
speaking, socializing, or moving.
 Mental Retardation
 Learning Disabilities
 Attention Deficit Hyperactivity Disorder
 Emotional or Behavior Disorders
 Communication Disorders
 Deaf and Hard of Hearing
 Blindness or Hard of Hearing
 Blindness or Low Vision
 Autism Spectrum Disorders
What is the Exceptional Learner?

3. What Is Special Education?
“Specially designed instruction, at no cost to
the parents, to meet the unique needs
of a child with a disability.”
-Individuals with Disabilities Education Act (IDEA)
What Is Inclusion?
Commitment to educate each child, to the
maximum extent appropriate, in the school and
classroom he or she would otherwise attend.

4. Adapting for Students with
Special Needs
• Size
• Time
• Level of support
• Input
• Difficulty
• Output
• Participation
• Alternate options
• Substitute curriculum

5. Characteristics of Science Barriers
 Memory recall
 Visual processing
 Auditory processing
 Motor skills
 Organizational Deficits
 Attention Deficits
 Generalization
 Negative Attitudes
 Social skills
 Language Disorders
(Steele, 2004)

6. 1. Reading text or graphics
2. Seeing materials on blackboard
or overhead
3. Reading output from equipment
4. Hearing multimedia and videotaped
presentations
1. Materials in large text or Braille,
on tape or via computer and
enlarge illustrations
2. Provide binoculars, verbalize
content
3. Interface lab equipment with
computer and provide large
print and speech output
4. Provide printed materials, have
an interpreter present, face
student for lip reading
Science Intervention
Difficulty Accommodation
(Burgstahler 2003)

7. 5. Participating in class discussions due
to hearing or speech impairment
6 Understanding concepts due to a
specific learning disability
7. Reading because of specific learning
disability
8. Taking notes in class because of
mobility or visual impairment
5. Portable computer with speech
output
6. Use visual, aural and tactile
demonstrations incorporated into
instruction
7. Give extra time and access to
materials via computer equipped
with speech and large print output
8. Provide in-class access to a
computer with adaptive
technology
AccommodationDifficulty
Science Intervention
(Burgstahler 2003)

8. 9. Operating lab equipment and
conducting lab experiments due to
mobility impairment
10. Completing an assignment or lab
because of a health impairment
11. Doing research
9. Have an accessible facility,
adjustable-height tables, model lab
partner, modified scientific
equipment
10. Allow flexibility in schedule
arrangements
11. Have information accessible on
computer with adaptive technology
Difficulty Accommodation
Science Intervention
(Burgstahler 2003)

9. Example of Science Strategies

10. Accommodations in
Delivery of Instruction
 Discussion &
instruction
 Materials presented in
a variety of ways
 Projects & themes
 Breakdown the lesson
 Limit the amount of
knowledge to be mastered
 Incorporating movement
 Use technology
 Assessments

11. Modifying the Classroom
 Desk location
 Limit the amount of
visual stimuli to
prevent distraction
 Use a token
economy system
Use an organizational
check list system
Use mailbox bins
(Carbone 2001)

12. Classroom Model for Structural Intervention
Blackboard (removed of potential distracters)
Teacher’s
Desk
Child w/
ADHD
Child w/
ADHD
Reduced Stimuli Area
Serves as an isolation
area.
Help
Seat
Peer
Model
Peer
Model
Peer
Model
Peer
Model
Bookcase
Bookcase
Classroom mailboxes & Supplies
Peer
Model
Peer
Model
door
X
X
X X
X X X
X X X X
Pencil sharpener
window
Free
seat
(Carbone 2001)