Abstract
Abstract This paper reports on a first study about Singapore primary science teachers’ views and practices in inclusive science classrooms. Rasch analysis was performed on an online teacher survey administered to 108 teachers, which was conducted to investigate teachers’ views about students with special education needs (SEN; Construct A), self-efficacy views in teaching students with SEN (Construct B), and their science teaching practices in inclusive classrooms (Construct C). The findings show that it was generally easy for the science teachers to agree with items in Constructs B and C, but not in Construct A. A closer examination of the individual constructs revealed positive teachers’ views, their feelings of inadequacy and wish for greater school support, and selected types of accommodations and modifications practiced in their classrooms. This study contributes new insights drawn from an Asian study, offers a validated instrument, and provides science teacher educators ideas for supporting science teachers in inclusive science teaching.
Highlights
This article contributes to conversations about education equity in the context of science education from the perspectives and practices of science teachers in the inclusive education system of Singapore
Item A9, “in comparison to their peers, students with special education needs (SEN) are as proactive in science lessons,” was relatively the easiest item for most teachers via free access figure 2 Wright map for ‘Construct A: Science Teachers Views About Students With SEN’
This article reported on the findings of an online teacher survey administered to Singapore primary science teachers as part of a first local study to examine science teachers and science teaching in inclusive science classrooms
Summary
This article contributes to conversations about education equity in the context of science education from the perspectives and practices of science teachers in the inclusive education system of Singapore. It is through the science teachers and their teaching that students gain access to fair and inclusive systems – the two components of equity (Organisation for Economic Co-operation and Development, 2008). I use the term “special education needs” broadly to include physical, emotional, behavioral, cognitive, and other conditions that hinder students from learning. The term “disadvantage” has strong connections to systemic and institutionalized structures that, they may hinder students’ academic performance, do not reside within individuals (Herrick, 1973)
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