23. Special Needs Students
Abstract: No discussion about individualizing student learning would be complete without a thorough analysis of providing equal access to those in Special Education programs. Although the argument could be made that all students should receive a “special” education, students formally identified as Special Education have legally binding documents that require teachers to provide accommodations. As students are more frequently identified and placed in mainstream classes, physics teachers must be aware of how to provide accommodations within the scope of instruction, lab experiences, and assessments. Although not necessarily corresponding to Special Education students alone, suggestions for physics programs for those of low-level ability or remedial science as well as gifted students will be briefly addressed.