Examining the Impact of an Experiential Learning Special Education Course on Pre-Service Science Teachers’ Perceptions About Inclusive Science Education

Abstract

This research introduces an approach to science teacher education programs using experiential learning to educate pre-service science teachers about inclusive science education for special education needs (SEN) students. Utilizing experiential learning and reflective practice as frameworks, we designed a 15-week course to challenge pre-service science teachers’ assumptions about SEN learners and their roles as science teachers in inclusive science classrooms. In this paper, we describe features of the course and discuss the need to provide content-specific instruction for teachers about how to effectively meet the needs of SEN students in inclusive classroom settings. We offer important implications about the value of experiential learning for pre-service teachers and we highlight potential areas for transformation in special education, science teacher education, and professional development programs for pre- and in-service teachers in Korea.