Making Environmental Education Accessible for All Students: Inclusion of students with emotional and behavioral disabilities

Dawn Jacobs,Juliann Dupuis

doi:10.14448/jsesd.13.0004

Abstract

One of the most difficult tasks of an educator is engaging students in rigorous learning opportunities. A greater challenge is finding ways in which environmental education can be accessible to all students, especially those with emotional and behavioral disabilities. This article and lesson provides best practices for engaging students with high incidence disabilities in environmental concepts through varied representations and expressions of content. In addition, teaching collaborative protocols to fully engage students with social skills challenges within the local environment are discussed. The instructional approaches are aligned to increasing academic discourse, building positive peer-peer relationships, and observation using multiple modalities.

Highlights

Using Cooperative Learning Intervention Strategies in the ClassroomFor the lesson one science activity, provide students with a collaborative task to complete, without any specific expectations relating to teamwork
One of the most difficult tasks of an educator is engaging students in rigorous learning opportunities
Science educators are responsible for engaging students in rigorous outdoor learning opportunities, which can become daunting when identifying ways to make environmental education accessible to all students, including those navigating behavior challenges

Summary

Using Cooperative Learning Intervention Strategies in the Classroom

For the lesson one science activity, provide students with a collaborative task to complete, without any specific expectations relating to teamwork An example of this task would be to use pictures of different organisms that would fit within each category (mammal, fish, amphibian, reptile, bird, insect) but are different enough from one another to generate discussion regarding the resulting pairs and matching rational (i.e. a cardinal and penguin). While working outside students complete the second Exploration Record Sheet (Figure 3) that allows them to add observation notes of what they are observing, using phrases and illustrations. Task: Before going outside: work with your partner to provide examples of each of the following categories of organisms that you think you will see outside during your observations.

Student examples of outdoor findings

Exit Ticket

Educational Importance