Science for Your Students?
Authors: Sterling Donna R. , Goor Mark 
Published: December 2008

Stonewall Elementary had adopted a co-teaching model for special education services in which one special educator was assigned to the primary grades and another to the intermediate level. Each grade had one designated class for inclusion of students formerly educated in resource rooms. Bill was looking forward to this new arrangement that would allow him to co-teach in fourth-, fifth-, and sixth-grade classes. This was especially exciting for him because the school district had recently adopted a new science program, and he thought co-teaching would offer him the chance to teach science. Until now, Bill had focused primarily on reading, writing, math, and social skills in his special education resource room. Occasionally, his students would bring in science homework or unfinished assignments to ask for his help. Bill felt motivated to think of multiple ways to present science concepts. He enjoyed hearing his students declare, "I get it!"

The first disappointment was at the planning meeting with Alice, the fourth-grade teacher. Alice gave an overview of her schedule for the week, including the time it would be best for Bill to be in her class. She proposed 9:00 a.m. to 10:30 a.m., when she needed his help to divide the class into ability-level groups for reading and math. Bill responded, "I've been looking forward to the chance to teach science." Alice looked puzzled. She said, "Your students are so far behind in basic skills. That's where they need the extra help. They can learn science when they can read." Bill was too surprised to react.

Carl, the fifth-grade teacher, never seemed to have time to co-plan with Bill. Carl assured Bill that anytime he showed up, the special kids needed help. Bill said, "I would like to be in the class when you teach science." "That would be 1:00 p.m. every Monday, Wednesday, and Friday," Carl responded. Bill was ready when it was time for fifth-grade science. Carl had a lesson prepared with a hands-on activity for most of the class, but he provided some worksheets for the "lower" students to complete at their desks. Carl turned to Bill and commented proudly, "I found these for your students. With fill-in-the-blanks and pictures to color, they're basic enough for your kids to understand, although they could still use your help. And whatever you do, keep Larry from disturbing the rest of the class."

Feeling devastated but determined not to strike out a third time, Bill approached Jennifer, the sixth-grade teacher, and shared his disappointments. Although she also had assumed Bill would be focusing on basic skills with the special students, she was willing to rethink their co-teaching arrangement. They looked at the science materials at the next lesson. Bill wanted to teach and had great ideas about ways to bring the concepts alive. Jennifer was a little reluctant to let go of the control of her class, but she was willing to give him at least one chance.

The next day at science time, Bill taught an activity-based lesson with a follow-up writing assignment. Jennifer was interested to see that the special education students were really involved in the lesson. She also observed Bill's awareness of individuals. He seemed to know which students were keeping up and when he needed to change pace or modify his approach. After the lesson, Jennifer appeared to be disturbed. She quietly commented to Bill, "I learned a lot from observing that lesson. Now, should I thank you or be mad at you for invalidating my assumptions about teaching science to students with special needs?"