SCIENCE AND STUDENTS WITH MENTAL-RETARDATION - AN ANALYSIS OF CURRICULUM FEATURES AND LEARNER CHARACTERISTICS

Although much research has been conducted on the learning characterist ics of individuals with mental retardation, science Learning of such i ndividuals has received far less attention. In this investigation, stu dents with mental retardation were observed over a 2-year period, in o rder to determine how the characteristics of mental retardation manife sted themselves in the context of inquiry-oriented, hands-on science c urriculum. Analysis of all relevant data sources, including observatio ns and field notes, videotape and audiotape recordings, student produc ts, and interviews, suggested that several characteristics commonly at tributed to students with mild mental retardation were observed to int eract with the science curriculum. These characteristics included atte ntion, semantic memory, logical reasoning, and outerdirectedness. Howe ver, teachers were skilled gt adapting instruction to meet the special needs of these learners. Implications for teaching science to student s with mental retardation are provided. (C) 1995 John Wiley and Sons, Inc.