Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

"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
  • Download ($45.00)
  • Cite this Item
"Not like a Regular Science Class": Informal Science Education for Students with Disabilities
Preview not available

Abstract

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.

Page Thumbnails

  • Thumbnail: Page 
35
    35
  • Thumbnail: Page 
36
    36
  • Thumbnail: Page 
37
    37
  • Thumbnail: Page 
38
    38
  • Thumbnail: Page 
39
    39