Annual Meeting: Thursday, March 28, 1-3 p.m.

The business meeting for SAPD will be held on March 28, 1996 (Thursday) in the LaClide Room of the St. Louis Regal Riverfront Hotel, the same hotel where the National Science Foundation (NSF) working conference in Science for Persons with Disabilities (pre-session to the NSTA convention) will be held. The time is 1-3 p.m., and there will be an interpreter provided.

Those attending NSTA should also plan to attend the Science-Abled Breakfast on Saturday, March 30, 1996. Tickets will be $14 and may be ordered with NSTA pre-registration or purchased on site. The breakfast is sponsored by SAPD and NSF, and will be held 7:30-9 a.m. Three excellent speakers will be featured: David Wohler, Myra Birnbaum, and Paul Child. The event is scheduled for the Soulard Room, Regal Riverfront Hotel.

While touring the exhibits, look for the NSF booth featuring resources for teaching science to students with disabilities. Anyone needing support services for the NSTA convention may sign up at the Disabilities Coordinating table at the St. Louis Convention Center in the registra- tion area. Let us know what your needs are.

See you in St. Louis!

Frameworks, Scope and Sequences, Benchmarks and Standards are all stressing that science education is for ALL students.

The American Association For The Advancement of Science Project 2061, Benchmark For Science Literacy, states:

the "All" in SFAA (Science For All Americans) is intended to emphasize inclusiveness as strongly as possible. No individuals or groups are to be excluded from an opportunity to become science literate. We believe that the science, mathematics and technology understanding and skills spelled out in SFAA and Benchmarks are within the reach of all but the most severely mentally and emotionally handicapped individuals. To realize that goal, however, it will be necessary to redesign the basic curriculum, change teaching practices, and reform many other parts of the school system (p. 317).

Isn't that the purpose of SAPD? Please note that Section 1.2 and 1.2.0 of our Constitution states:

The purpose of SAPD shall be to promote and advance the teaching of science and the development of curricula and instructional materials for students at all levels, with any manner of disability in the learning process. SAPD shall also strive to stimulate research related to the general area of science education for students with disabilities.

The National Research Council has just released the 1996 final version of the National Science Education Standards.

The National Science Education Standards are premised on a conviction that all students deserve and must have the opportunity to become scientifically literate (p. ix). Two of the areas in the Standards that focus on conditions for quality school science programs concern the provision of appropriate and sufficient resources to all students and the provision of equitable opportunities for all students to learn the standards (p. 7). All students, regardless of age, sex, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science, should have the opportunity to attain high levels of scientific literacy (p. 20). Science understanding and ability also will enhance the capability of all students to hold meaningful and productive jobs in the future (p. 12).

Resource Directory of Scientists and Engineers with Disabilities from AAAS, edited by Virginia W. Stern and Laureen Summers, validates this standard. Science is a viable career option for all students.

The SAPD Bibliography, which was updated in March 1995 by Janet Mansfield-Davies, summarizes articles and papers on science for all students. Please bring to our annual meeting in St. Louis your latest findings to add to the SAPD bibliography or E-mail them to me: bvanwagn@fresno.edu.

Congratulations to Virginia Stern and Greg Stefanich for their excellent work for the upcoming 1996 Working Conference on Science Education for Persons with Disabilities to be held in St. Louis March 26-27, 1996. We are proud of the participants selected for this conference and encourage them to join our membership.

Please attend our SAPD Annual Meeting on Thursday, 1-3 p.m., March 28, 1996, and our Science-Abled Breakfast on Saturday, March 30, 1996, during the National Science Teachers Association Convention in St. Louis. If you are registering for NSTA and have a disability, be sure to check the box on the registration form so the convention planners can make the convention as accessible as possible. And also remember to check off your CAG affiliation with SAPD so we are refunded $2 of your NSTA registration fee.

Let's remember, SCIENCE IS FOR ALL STUDENTS! We all will work together to make an impact on the future of science education for disabled persons.

Ben Van Wagner, SAPD President

Government Shutdown and Cuts Impact Science Education [Reprinted from 1-5-96 electronic message from CSSP@acs.org (NARST Listserve, Internet)].

The US. Government shutdowns had a huge impact on educational activities, such as the National Science Foundation (NSF), and impending cuts will hurt programs.

A variety of workshops, meetings, and review panels have been postponed which will result in delays and possible cancellations of activities later this fiscal year.

Technical assistance provided by NSF for its various systematic reform initiatives in math and science education (statewide, urban, rural, minority) expired in December. Renewal of technical support needed for these various efforts was not available during this funding hiatus which could adversely impact on these important education reform projects.

The Eisenhower program for preparing new science and math teachers and some other US. Education Department (ED) programs are on continuing resolutions at the level of the House- passed appropriations bill, or at last year's appropriation (1995), whichever is lower.

Since ED, National Institute of Health (NIH) and NSF budgets and others of importance to science education will be up again for Appropriations Committee members to decide, it is VERY timely to FAX or E-mail a letter to the chair of the Appropriations Committee to present a strong argument and personal anecdotes to bolster your viewpoint. Members of Congress respond to their most recent messages. If you don't take it as one of your professional responsibilities to inform your fellow citizens about the importance of science and technology, then public support isn't going to be there.

Remember that their decisions and votes now will impact on science education for the next seven years.

New Members Recognized

The Lighthouse, Inc., is currently conducting an assessment of students with visual impairment including those with multiple disabilities. This assessment is to be conducted in collaboration with parents, by personnel having expertise in the education of students with visual impair-ments. If you would like to participate, call The Lighthouse at (212) 821-9200, FAX (212) 821-9707, TDD (212) 821-9713. The National Agenda for the Education of Children and Youth with Visual Impairment, including those with Multiple Disabilities, has developed eight goals. Goals 7 and 8 read: Access to developmental and educational services will include an assurance that instructional materials are available to students in the appropriate media and at the same time as their sighted peers. Educational and develop-mental goals, including instruction, will reflect the assessed needs of each student in all areas of academic and disability- specific core curricula.

Where is IDEA Now?

Re authorization of Individuals with Disabilities Education Act (IDEA) is caught between government shutdowns, DC's January history-making blizzards and floods, and continuing budget negotiations. There are important provisions being suggested which will make drastic reforms in the way special education is managed and funded. Categorical classifications will likely be more generic, misconduct will be punished, and damages/actions against schools and individual educators for failure to properly assess and educate a child with a disability may become more common. Students with disabilities attending private schools may be able to win their quest for more services, such as interpreters for students who are deaf or hard of hearing. For more in-depth analyses of the IDEA re authorization, please refer to your professional organization's position statement and/or testimony provided to the IDEA Subcommittee.

Richard Riley, U.S. Secretary of Education, made no specific mention relating the needs of students with disabilities to his "America Goes Back to School: A Place for Families and the Community." However, the initiative which he promoted last fall does call for heavier parent involvement as part of Goals 2000. These suggestions are important for all children, including those with disabilities.

The following is an excerpt from a resource guide designed to support "America Goes Back to School," suggesting ways to get involved in children's learning. For a copy of the complete guide, write to the GOALS 2000 Information Resource Center, US. Department of Education, Room 2421, 600 Independence Ave., SW., Washington, DC 20202.

1. Improve the basics and core academics.
Families: Read and write together, use TV wisely, encourage your children to do their best, and help develop school-family compacts.
Schools: Rigorously teach the basics and encourage family involvement in teaching and learning the basics, and develop school-family compacts with parents. Demand parent involvement in IEP development.
Community, religious, and business groups: Provide tutors, as well as adult literacy training.

2. Create safe and drug-free school environments.
Families: Organize and participate in "parent patrols" or "security dads and moms."
Schools: Require firm, fair rules, and keep in touch with families before problems arise.
Community and religious groups: Make safe neighborhoods and safe passage to school a priority.

3. Make college more accessible.
Families: Make sure your children enroll in courses that prepare them for college and/or careers.
Schools: Offer college-prep classes, be sure all students know about them in time to plan their academic program, and build local partnerships with colleges, universities, and community colleges. Ensure compliance with 504 regulations.
Colleges: Bring high school students and their families on campus to build connections and share information about the existence of financial aid.

4. Get technology and computers into the classroom as fast as possible.
Families: Work in partnership with the schools to get computers in schools and homes.
Schools: Make the use of technology and computers a learning priority. Use adaptations where necessary to be sure computers are accessible.
Community and religious groups: Establish computer labs in neighborhood centers.
Business: Assist schools directly by supplying computers and computer training.

5. Raise standards of achievement and discipline.
Families: Enroll children in tougher courses and keep in contact with teachers to ensure children are getting what they need.
Schools: Raise academic standards and encourage students to work hard to meet them. Monitor IEPs through frequent assessment.
Community, religious, and business groups: Offer mentoring programs and homework centers.
Business: Adopt flexible employee leave policies that accommodate school visits/volunteering.
Colleges: Visit K-12 schools to advise students of entrance requirements and to share resources with the faculty.

6. Connect schools and families with community resources and school-to-work opportunities.
Families: Take advantage of learning opportunities in the community and support service programs.
Schools: Forge new partnerships with community groups to expand learning opportunities, especially for tech-prep, in evenings, weekends, and summer; enrich daily instruction; and provide students with service experiences.
Community and religious groups: Offer affordable, quality after-school and summer learning opportunities.
Business: Provide apprenticeships, internships, and training opportunities for students and teachers.

SAPA's newsletter is published three times annually for an audience of SAPD members and other science teachers who have students with disabilities. Advertising rates cover the following formats:

One-fourth page- $100 One-half page- $175 Full page - $300

Copy must be received, camera ready, according to the following schedule:
Fall Issue - September 15, Winter Issue - January 15, Spring Issue - March 15

Contact:

1. The electronic version of the Federal Register went public in December. The Register provides grant information for several federal agencies including ED and NSF, announces grant awards (some agencies, not all), regulations, rules and funding priorities for the grant programs, full test of government-wide policies, notices of public meetings, etc. The paper Federal Register costs $375 annually from Superintendent of Documents, US. Government Printing Office, Washington, DC (202) 783-3238.

To log on through Internet (free), use:
Telnet to swais.access.gpo.gov., login as guest;
The Worldwide Web at:
http://www.access.gpo.gov/sudics/aces/aaces001
The Worldwide Web at:
http://thorplus.lib.purdue.edu.gpol

2. Other Electronic Organization Networks:
American Educational Research Association (AERA)
AERA Listserv. To subscribe, send an e-mail message to: LISTSERV@ASUACAD.BITNET and make the content read as follows: SUB List Name your-first-name your-last-name
Association for Supervision and Curriculum Development (ASCD). To subscribe to Educational Bulletin, send an e-mail message to listserv@listserv.ascd.okj and make your message say subscribe bulletin your name. Be sure to leave the subject line blank.

3. Council of Chief State School Officers (CCSSO) report analyzing "State Curriculum Frameworks in Math and Science: How are They Changing Across the States?" This report matches state frameworks with the Project 2061's Benchmarks. To order a copy, contact: CCSSO Publications, One Massachusetts Ave., NW, Suite 700, Washington, DC 20001.

4. "Guidelines for Producing Accessible Multimedia for Deaf and Hard-of-Hearing Students" by Cheryl L. Mazaik. Order paper copy from Adapted Interactive Media Project, CPB/WGBH National Center for Accessible Media, Boston MA. or, send requests for E-mail file (59 pages) to Frank Kruppenbacher at FAK9957@RIT.EDU.

5. "Scientific Training for Girls: An Education Above All Suspicion?", edited by the French National Commission for UNESCO. This book will draw secondary educators' and teacher trainers' attention to elements of discrimination in the teaching of mathematics and sciences. In an age when science and technology are essential to national development, there are still comparatively few women pursuing science careers, or playing significant roles in scientific and technologiculture.

6."A VideoGuide to (Dis)Ability Awareness," first-place winner of numerous film awards and featuring comment from President Clinton, is an orientation to the human side of the Americans with Disabilities Act. The $195 price includes group reference guides and public performance rights. Info: 800-621-1136 (voice).

7. "Audubon Adventures" is an elementary school program for scientific discovery. The program includes six issues of Audubon Adventures, a nature/environmental newspaper, leader's guide, and club membership card for each student. The newspaper is available in English and Spanish. Cost: $35 per classroom. Contact: Audobon's National Center for Environmental Education, 613 Riversville Rd., Greenwich, CT 06831 or 203-869-5272 (Voice).

8. "Braille Dictionary" - The Braille Enthusiast's Dictionary is printed in regular print and facsimile Braille. It includes more than 29,000 English words with their correct representation in Braille. Cost: $45.00. To order, contact SCALARSS Publishing, 615-371-0205 (Voice).

9. The New Jersey Department of Human Services has published So You Want to Go to College: A Guide for Individuals Diagnosed with Severe Mental Illness Who are Thinking About College. The book discusses educational opportunities and is designed for use by students. Copies are free. To order, call 609-777-0651 (Voice).

10.Video, "Henry and Joon" (1993) with Johnny Depp, Mary Stuart Masterson, Ridan Quinn. MGM/UA. Story of an emotionally disturbed woman and a man with learning disabilities and their successful but challenging life in the mainstream of society. I'd call it an entertaining love story.

11.New Book on Autism. Dr. Temple Grandin, herself a person with autism and a Ph.D. at Colorado State University, has written a book, Thinking in Pictures and Other Reports From My Life With Autism. This book can be ordered from Doubleday for $22.95. Dr. Grandin is an assistant professor of animal science and has designed one-third of all the livestock-handling facilities in this country.

12.A list of free and inexpensive materials relating to rocks and minerals is available free from Northwest Mining Association, 10 N. Post St., Suite 414, Spokane, WA 99201. 509-624-1158 (voice).

13.Inner Space Journeys to Life on Earth: A Standards-based Companion for Science Educators. Kendall-Hunt, $10.95. Call: 1-800-228-0810 (voice).

14.Project High Hopes: Nurturing Gifted Special- Needs Students In the Classroom by Susan Baum, Carolyn R. Cooper, and Terry W. Neu. Special needs students who are also bright, or even gifted, experience severe difficulty in the traditional school setting. Reading and writing pose such problems for them that unless knowledgeable teachers offer them alternate learning routes, these students seldom, if ever, manage to demonstrate their talent. To these youngsters, failing is inevitable, and at a young age they become losers in the game of learning.

Project HIGH HOPES, a Javits Act program (#R206R0001), has designed a curriculum which helps middle-school teachers stimulate their bright students with special needs. Emphasis is placed on developing student talents--particularly, those talents uncovered during the identification process. Authentic problem-solving experiences provide the foundation of the curriculum which is differentiated in two ways to address both a student's special needs and characteristics as a gifted youngster. The deep understanding these students have gained of the principles of technology, performing arts, science, and visual arts through Project HIGH HOPES has led to unprecedented success as learners and new-found respect from peers.

For further information about Project HIGH HOPES, contact project staff at 203-248-9119, x352, or at ACES, 205 Skiff Street, Hamden, CT 06717. Materials developed by the project are available on a cost- recovery basis. 15. Deafness in the Arts and Sciences, Harry G. Lang and Bonnie Meath-Lang (1995), Greenwood Press, ISBN 0-313-29170-5. Cost: $69.50.

16.Videotape: Working Together: Science and Students with Disabilities is available for $20 from DO- IT (Disabilities, Opportunities, Internetworking, and Technology, 4545 15th Ave., NE, Room 206, Seattle, WA 98105-4527. FAX: (206) 685-4045; Phone: (206) 685-DOIT (Voice/TTY); or E-mail doit@u.washington.edu. This organization undertakes activities to increase the participation of individuals with disabilities in science, engineering, and mathematics academic programs and careers. Primary funding is provided by the NSF. Other videotapes available are: Working Together: Faculty and Students with Disabilities ($20); Working Together: People with Disabilities and Computer Technology ($20).

1996

February

8-10 NSTA Midwestern Area Convention, Rapid City, SD. Contact Linda Baloun, Lincoln High School, Sioux Falls, SD. 605-367-7990 (Voice).

21-24American Association of Colleges for Teacher Education, Chicago, IL.

29-March 3 Kentucky Education Technology Conference, Louisville, KY.

March

2 National Symposium on the Use of Technology in Deaf Education, Louisville, KY. Contact Cathy Brendt, Fayette County Public Schools 606-255-2890 (voice)

7-8 Access to English and Science Outreach Project, Rochester, MN. Contact: Kris Dahl 507-287- 2407 (V) or 507-285-8799 (FAX).

8-10 American Association of School Administrators, San Diego, CA.

14-15Access to English Science Outreach Project, Marie Katzenbach School for the Deaf, Trenton, NJ. Contact: Janet Dick 609-530-3198 (V/T) or 609-530-5791 (FAX).

16-19Association for Supervision and Curriculum Development, New Orleans, LA.

23-27National Association of Elementary School Principles, Washington, DC.

28-31National Science Teachers Association, St. Louis, MO. Contact Tina Brent, 800-328-8998 (Voice), between 8:30 a.m.-4:30 p.m., EST.

28-31American Sign Language (ASL) Conference, Rochester, NY. Contact Dorothy Wilkins, NTID 716-475-6582 (TTY), or 716-475-6500 (FAX).

30-April 4 National Association for Research in Science Teaching, St. Louis, MO.

April

8-12 American Educational Research Association, New York City.

17-20Biennial Conference on Postsecondary Education for Deaf and Hard of Hearing, Knoxville, TN. Contact: Marcia Kolvitz, 615-974-8427 (V/T).

21-27Mathematics Awareness Week - 1996. Contact: Gina Moores 202-234-9570 (V) or 202-462-7877 (FAX).

25-28National Council of Teachers of Mathematics, San Diego, CA.

May

10-11Support Services Personnel (NY State) for Deaf and Hard-of-Hearing Students, Binghamton, NY. Contact: Dottie Rice, Endicott Learning Center, 23 Jackson Ave., Endicott, NY 13760.

24-26National Association of Geoscience Teachers-Eastern Section Delaware Technical and Community College, Stanton, DE. Contact: Keith McKain, 302-335-3144 (V).

July

10-13Autism Society of America, Milwaukee, WI. Contact 414-427-9345 (Voice) or FAX 414-427- 9395.

October

23-25Technology and Learning Conference, Dallas, TX. National School Boards Association. Contact 703-838-6722 (V).

National Science Teachers Association Applauds Release of National Science Education Standards Association to Spearhead Implementation Effort

The National Science Teachers Association (NSTA), the world's largest organization dedicated to improving science education, applauds the release of the National Science Education Standards and encourages science teachers and those who support them, from policy makers to principals, to put them into practice in the classroom.

Recently released by the National Research Council, an arm of the National Academy of Sciences, the Standards provide a vision of learning and teaching science. Unlike standards in other disciplines which focus only on content, the Standards present the full spectrum of science education which include teaching, professional development, content, assessment, science programs, and education systems. The content standards section deals with subject matter in elementary (K-4), middle level (grades 5-8), and high school science (grades 9-12).

Your charitable gifts to our SAP Organization are especially welcome in these times of increasing need. Careful planning can increase the benefits you receive from giving and make your gift go farther than you thought. The following suggestions are ideas you may not have considered to help you plan the best gifts in 1996.

1. Give cash for convenience and tax savings. Such gifts are tax deductible up to a certain percentage of y our adjusted gross income as long as you itemize. Excess gifts above deductible limits can be carried over into the following years.

2. Give appreciated stocks and other non-cash assets for extra tax savings. Generally, a charitable tax deduction is allowed for the full value of the gift and because the securities were given (not sold), you pay no capital gains tax. These two benefits working together can result in an after-tax cost as much as 40% below a comparable cash gift. You should, of course, consult your tax advisor about applicability to you.

3. Sell depreciated securities and give the proceeds. It may be to your advantage to sell securities which have dropped in value and give the proceeds to charity. You can claim the capital loss on your income tax and take a deduction for the cash gift.

4. Take a two-year view. For example, if you expect to have a lower tax rate next year, gifts made this year will save you more.

5. Give at the right time. Gifts made before December 31, 1996, are deductible on your 1996 tax return. Gifts of securities may take longer to arrange, so you should start planning early. Certain gifts of non-cash property may require a "qualified appraisal" to satisfy the IRS, so consult your tax advisor.

Your gifts are much appreciated in any form. You should consult your own advisors to see which, if any, of these suggestions are good for you. Please call Janet Mansfield Davies, SAPD Treasurer at 303-666- 9312 (voice) or 303-442-2069 (voice).

Join the National Network for Science Teachers of Deaf Students. If you are a science teacher interested in enhancing instructional materials and strategies for deaf and hard-of-hearing students, write and join the network. You will receive free newsletters, and information on deaf people in science, hands-on activities to use with K-12 students, writing activities on science, and much more. The Access to English and Science Outreach Project (AESOP) is funded by NSF and co-directed by Harry Lang and John Albertini. For more information, contact Project AESOP, Mary Ann Erickson, Peterson Hall, NTID at RIT, 52 Lomb Memorial Drive, Rochester, NY 14623, or call 716-475-6432 (V/T), or FAX 716-475-5693.

Summer Internships at the National Air and Space Museum are available to undergraduate and graduate students currently enrolled in degree-granting programs at accredited colleges and universities. Students are expected to have strong academic performance. To be considered for a NASM internship, applicants must submit a complete package including all of the materials listed below:

1. The completed application form from NASM. 2. Official transcripts from all postsecondary schools attended. 3. Two letters of academic recommendation. 4. Students who desire academic credit for the internship must submit the additional information mentioned in the "Academic Credit" section in this brochure.

Applications for summer internship will be accepted from January 15 until February 15 during the calendar year of the internship. All students will be notified no later than April 1 regarding the status of their application. Students with disabilities are encouraged to apply.

Applicants should send the completed application form with all accompanying materials to: Coordinator of Student Services National Air and Space Museum MRC 305/Educational Services Dept. Washington, DC 20560

Dow/NSTA Summer Workshop (Sponsored by the Dow Chemical Company Foundation)

Sixteen secondary (9-12) chemistry teachers are selected to participate in an intensive, expense-paid two- week seminar held in the laboratories of Dow Chemical Company in Midland, Michigan. Participants will prepare classroom activities and conduct inservice sessions based on their workshop experiences. Participants will present a session at the NSTA National Convention-1997. The deadline for applications is early May, 1996. (Monica Snipes-Augsitn) Contact NSTA, 703-243-7100 (Voice).

Because economic development, education reform and workforce development are all vital to a company's long-term and short-term growth, businesses and professional organizations are teaming up with educators to support tomorrow's workforce--today's American students.

One such collaborative effort is the Scientific Work Experience Program for Teachers (SWEPT). SWEPTs expose teachers from kindergarten through grade 12 to real-life applications of their curricular subjects through paid on-the-job opportunities in workplace and research settings. Through participation in a typical multi-week summer SWEPT experience, teachers gain leadership and communication skills; insights into corporate culture, business needs and the skills necessary for student workplace success; career awareness and examples to make science, mathematics and technology instruction more relevant to students and their future.

The 112-page SWEPT how-to guide (ideal for planning group members) and a video which accompanies a more detailed 156-page coordinators guide are available through the Triangle Coalition for a shipping and handling fee of $7 for the guide and $10 for the guide and video set..

Additionally, with funding from the National Science Foundation (NSF), the Triangle Coalition makes available, at little or no cost to communities, a host of field consultants with experiences in established SWEPT programs to aid in program development, funding, recruiting partners and classroom transfer of work experiences.

To order the how-to guide, apply for consultant assistance, or for more information, write to the SWEPT Program Manager, Triangle Coalition for Science and Technology Education, 5112 Berwyn Road, College Park, MD 20740-4129; send an E-mail message to swept@triangle.mste.org; or call 301-220-0873 (V).

In September, the National Science Teachers Association (NSTA) Board of Directors selected Gerald F. Wheeler, professor of physics at Montana State University and director of the university's Science/Math Resource Center, to serve as the association's new Executive Director. He succeeds Bill Aldridge who is retiring as Executive Director at 15 years. Wheeler took the lead on October 2.

Most recently, Dr. Wheeler was Division Director for the Public Understanding of Science Division at the American Association for the Advancement of Science (AAAS) and is a past president of the American Association of Physics Teachers (AAPT). He has served on several advisory boards and committees for national organizations, including the American Institute of Physics, the American Association of Physics Teachers, and the National Assessment of Educational Progress.

"As a former science teacher, I know that there are a lot of isolated educators across the country who rely heavily on the support of NSTA," said Dr. Wheeler. "I have a vision of reaching these isolated teachers, whether they are in Illinois, New York City, or Montana, with resources that will help them be more effective educators."

Trained as a nuclear physicist at the State University of New York at Stony Brook, Dr. Wheeler has spent most of his energies on the challenge of bringing science to nonscientists. More recently, he has been experimenting with the uses of computer networks to connect teachers and students at distant sites. He was co-director of the National Teachers Enhancement Network, an NSF-funded project that delivers science and math courses electronically to teachers nationwide.

Dr. Wheeler was involved in the development of 3-2-1 Contact for the Children's Television Workshop and has served on the advisory boards for the Voyage of the Mimi and the PBS children's series CRO.

The new publication, Dragonfly, will feature first-person investigations by children and scientists. The National Science Teachers Association (NSTA) has joined Miami University of Ohio, under a grant from NSF, to develop the magazine that will connect children in third through sixth grades, scientists, teachers, and parents in an open community of scientific inquiry.

"By treating children as researchers and publishing their investigations, Dragonfly engages youth in the creative process of inquiry and demonstrates how science relates to their lives," according to Editor-in- Chief Chris Myers, a Miami University professor. Other goals of the project are to integrate science, language arts, and other disciplines; to engage minority and at-risk children in science; and to help teachers and parents inspire active, experiential learning more confidently. Dragonfly will be accompanied by Dragonfly Teacher's Companion, a 16-page guide offering practical ideas for generating related inquiry-based classroom science experiences, and Dragonfly Home Companion, a four-page pull- out guide that suggests ways to broaden family participation in children's science explorations. DragonflyNet will offer World Wide Web sites and discussion lists for further opportunities to explore the theme of each issue.

For additional information, please call or sent inquiries to NSTA. Contact: Chris Meyers (513) 529-5664 (V).

Editor - Judy Egelston Dodd Layout and Typesetting: NTID Word Processing Center Printing - NTID Duplicating Center

The opinions expressed are those of the editor and do not necessarily reflect the policies or practices of the National Technical Institute for the Deaf at Rochester Institute of Technology.

Improving Instruction Through Inclusive Science Education, Greg P. Stefanich, Professor, University of Northern Iowa

A two-day invitational conference on Science Education for Students with Disabilities will be held on March 26-27, 1996, in St. Louis. Funding for the conference was received through the Division of Human Resource Development of the National Science Foundation.

Approximately 90 science teachers, special educators, science educators, curriculum developers, and others will address issues confronting students with disabilities as a student in science. The purpose of this conference is to educate science teacher educators, science teachers, and professionals providing services and/or equipment to persons with disabilities about resources and strategies for improving science instruction for students with disabilities. General goals of the conference are:

1. To model instructional strategies and provide specific suggestions which can enhance and contribute to the learning and participation of students with disabilities in the science classroom.

2. To increase awareness of technological and educational advancements which can enhance and contribute to the learning and participation of students with disabilities.

Participants will be provided with opportunities to actually experience effective instructional practice while receiving guidance and direction from specialists in each of five disability areas.

The specific goals of the conference are:

1. To ultimately affect the quality of science education by identifying a pool of science educators who can provide ongoing national leadership in science education for persons with disabilities and serve as trainers for teachers of inclusive classrooms (i.e., 1993--Kansas City--identified barriers, strengths, weaknesses; 1994--Anaheim--trained 80 educators in research on best practice for students with disabilities; 1996--St. Louis--will model effective instructional strategies for students with disabilities.

2. To serve as active instructional leaders to redirect the teaching behaviors of individuals reluctant to change teaching methods which are not responsive to the needs of students with disabilities.

3. To provide participants with suggestions for continuing follow-through to ensure students with disabilities are equipped with learning aids, resources, equipment and supplies which allow full participation in science classrooms.

4. To assist participants in becoming aware of instructional models appropriate for students with disabilities; to help them develop skills in utilizing multi-sensory instruction; to provide suggestions for developing language through science learning; to make teachers aware of techniques for effective collaboration between specialists and classroom teachers; and to model cooperative teaching strategies.

5. To provide professional development for professors in science education on modeling and addressing the needs of students with disabilities for teacher educators in science methods, to provide them with knowledge and skills to teach prospective teachers appropriate methodology for differentiating and adjusting instruction for students with disabilities.

6. To accentuate the need to provide support services and assistance to all students within the regular classroom.

7. To insure the curricula are adapted, modified and expanded to meet the needs of all students by varying instructional practices and objective within any given lesson.

Invited Presentations. Current practices relating to exemplary science programs, in which all students are served in an inclusive school environment while accommodating instruction and responding to individual differences, will be shared with participants. The following disability areas will be addressed:

a. practices relating to Deaf and Hard of Hearing b. practices relating to Visual Disabilities c. practices relating to Orthopedic Disabilities d. practices relating to Learning Disabilities e. practices relating to Cognitive Disabilities

Instructional Modeling. There will be five lessons each reflecting modifications for one of the disability areas. The participants will rotate through the five lessons in the course of the workshop and be exposed to the following five approaches to instructional delivery.

1. Explicit Teaching. Explicit teaching is an excellent strategy for convergent instruction. There are basic facts, principles and concepts which are necessary for good science understanding and sound scientific reasoning. The steps included in models of direct instruction are excellent when the focus is on dissemination.

2. Mastery Teaching. The seven steps included in mastery teaching will insure that participants are familiar with an approach presented in many staff training and administrative training workshops. The strategy is particularly effective in providing learning alternatives for students through skill enhancement activities and small group instruction.

3. Inquiry Teaching. Inquiry teaching is an effective strategy to determine if students have an understanding of a concept through the introduction of an unfamiliar task or challenge. The teacher's role is one of serving as a facilitator of learning rather than as a source of knowledge. Teaching through inquiry is valuable in helping students develop conceptual frameworks for problem solving and expanding their abilities to use higher order reasoning.

4. Learning Cycle. The learning cycle combines exploration, convergent instruction, and divergent reasoning into a single strategy. It is particularly effective as a strategy when students are lacking in prior experiences. Students engage in hands-on exploratory learning before a concept is introduced and the teacher has an opportunity to check for understanding as students relate what they have learned to a real-life situation in the application phase of the strategy.

5. Exploratory Learning. Exploratory learning allows teachers to serve as a facilitator of student learning in a role where the teacher is not a primary source of knowledge or dispenser of information. The strategy helps students develop confidence in their ability to learn and reason in an environment which is supportive and non-threatening. The approach provides for a high level of interaction among students and is an ideal instructional model for employing cooperative learning strategies.

Working Sessions. Conference participants will engage in discussion groups. These groups will be charged with defining current conditions in a specific area and preparing recommendations for future directions.

Summary and Conference Analysis. The suggestions developed by participants will be synthesized and shared at the close of the conference. The recommendations and strategies of the groups will help shape future directions of SAPD.

KEYMAKERS Some people see a closed door and turn away. Others see a closed door, try the knob. If it doesn't open they turn away. Still others see a closed door, try the knob. If it doesn't open, they find a key. If the key doesn't fit.. they turn away. A rare few see a closed door, try the knob. If it doesn't open, they find a new key. If the key doesnt fit... THEY MAKE ONE. Unknown 9/91

SAPD is sponsoring a contest to rename this newsletter. If your suggestion is selected, you will win a free SAPD T-shirt worth $10. The newsletter has had the same name since our founder, Ben Thompson, from Wisconsin, christened it 22 years ago. Send your newsletter name suggestions by March 15, 1996, to:
Dr. Judy Egelston-Dodd, Editor
NTID at RIT
52 Lomb Memorial Drive
Rochester, NY 14623
E-mail: JCENMP@RITVAX.ISC.RIT.EDU
FAX: 716-475-6500

WHY? To be a role model; to act as human resources for information on students with disabilities; to function as a reviewer for funding agencies; to collaborate in research and training.

NEED: Many times, various associations, government agencies, industry, and higher education institutions contact us for names. We will produce a listing of individuals who are members of NSTA and SAPD who would be appropriate resources.

ACTION REQUIRED: Contact Ed Keller, president-elect of the Science Association for Persons with Disabilities (SAPD). SAPD is a non-profit, NSTA-associated group of teachers, supervisory personnel, and others interested in the science education of students with disabilities. Many members of SAPD themselves are disabled.

Upon contact with Ed, he will send you a form to return and further information about hard- copy and electronic access to the resultant data base. Ed can be reached at:

West Virginia University
Morgantown, WV 26506-6057
Voice: 304-293-5201, x 2513
FAX: 304-293-6363
E-mail: u0072@WVNVM.WVNET.EDU