מודל הוליסטי להוראה וללמידה של מדע וטכנולוגיה בכיתה הטרוגנית משלבת: פיתוח, עיצוב ויישום

One of the major challenges science teachers face is instruction in heterogeneous class settings, especially in classrooms that include students with learning disabilities (LD). The goal of the research was to examine a new model, initially suggested here, for science instruction in the heterogeneous inclusive classroom. Previous research and literature has shown that while teachers have a positive attitude towards teaching students with LD, they feel that their own abilities are deficient and they lack the tools and support from their immediate working environment necessary for the task. Furthermore, the teaching methods used by classroom teachers are generally unsuited to their diverse student populations, and have not been adapted for different types of learners. At its foundation, this model sees the student as a multidimensional "whole person," with a range of cognitive, affective, social, and sensory-motor capabilities and needs. The teaching methods we suggest are based upon these dimensions and their capacity to address both the strengths and weaknesses of diverse students. The implementation of the model was examined, taking into account the starting point of the teachers, and was found to be both attainable and successful.