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"Not like a Regular Science Class": Informal Science Education for Students with Disabilities
Leah M. Melber and Kayla D. Brown
The Clearing House
Vol. 82, No. 1 (Sep. - Oct., 2008), pp. 35-39
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/30182001
Page Count: 5
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For many reasons, students with disabilities are not as thoroughly represented in science careers as are their nondisabled peers. In this case study, the authors explore the effects an informal education program focused on environmental science and delivered to college-bound students with disabilities had on comfort level with science and interest in science careers. Results indicate that the informal nature of the program was well-received and increased individuals' confidence in their science ability. The authors present suggestions for translating this experience into a traditional classroom setting.
The Clearing House © 2008 Taylor & Francis, Ltd.