Tara participates in science

Tara participates in science

Tara has recently moved to high school and is settling in well. After consulting with Tara’s parents and an occupational therapist, the school has devised a list of strategies to support Tara’s fine motor skills because she has limited use of her hands.

The teacher wants all the students to participate in a science experiment in which they observe the effects of air pressure to squeeze a hard-boiled egg through the mouth of a bottle. To include everyone in the activity she decides to have the students do the experiment in groups of three, and gives each person a different role – preparing the egg, lighting a taper in the bottle, or collecting their group's materials from the supplies on the teacher's desk. In Tara’s group, the teacher ensures Tara’s role is to collect the materials as she can do this easily using a container provided by the teacher.

The teacher also wants each student to show what they have learnt. For homework, she provides a link to a video of a scientist conducting the same experiment, and asks each student to write up a one page report describing what happened, with hand drawings to illustrate the process. In Tara’s case, the teacher does not require a hand drawing but asks Tara to refer to specific sections of the video to verbally demonstrate her understanding.

By careful planning and using the information provided by Tara’s parents, the teacher is ensuring that Tara participates in learning and demonstrates her knowledge on the same basis as other students.