The trend of science education for the handicapped in the United States

Abstract

In the United States, the science education for the handicapped develops more than that in Japan. In this study, we examine the trend of science education for the handicapped in the United States based on the available literatures, and we suggest a way to develop the science education in Japan. We report about the following matters: (1)Research of the science education for the handicapped by ERIC data. (2)Activities for the handicapped of the organizations which are concerned with the science education. (3)The present situation of the science education for the handicapped. (4)Preservice teacher education. Even though the research work done in the area of the science education for the handicapped is less than that of the non-handicapped in the United States, there is increase after the establishment of the Education for All Handicapped Children Act of 1975 (PL 94-142), and there is the mainstreaming movement in this trend's background. We summalize the trend of science education for the handicapped in the United States as following: (1)There are active scientists with visual, hearing or other handicaps. (2)The various acts for the handicapped are influencial, and they support financial assistance. (3)Organizations concerning the science education such as AAAS, NSTA tackle the handicapped. (4)Materials and curriculums for visual or hearing handicapped have been developing in the area from elementary school level to higher edu cation level. (5)SCIS or BSCS develops curriculums for the handicapped as extension of that for the non-handicapped. (6)There are programs for preparing teachers in science for the handicapped.