Teaching Science to Primary School Students with Mobility Problems

Abstract

Recent research on inclusive classroom has shown that most countries in the world do not have clear and accurate data on children with disabilities. The integration aims to remove the distinction between special and typical education and to provide appropriate education for all students, regardless of their level of disability, in public schools. This paper explores the adjustments that teachers can make teaching science courses to meet the educational needs of children with mobility problems. The model of Heller and Swinehart-Jones for the performance of students with mobility problems was used for the didactic approaches in the teaching science courses at primary level.