1. Adapting Textbook and Activities in
Science
Tom Scruggs, Margo A. Mastropieri,
Jennifer Norland, Pam Simpkins
George Mason University
Janet Graetz
Oakland University
• Papers presented at the annual meeting of the Council for Exceptional
Children, New Orleans, April 15, 2004.
• Tscruggs@gmu.edu, mmastrop@gmu.edu, jnorland@gmu.edu,
pam.simkins@fcps.edu, graetz@oakland.edu

2. Approaches to Science
Instruction
Textbook
• high language
demands
• high literacy demands
• substantial vocabulary
• abstract content
• high factual learning
demands
• factual recall on tests
Activities-oriented
• reduced language
• reduced literacy
• reduced vocabulary
• hands-on experiences
& “enactments”
• minimal testing
• performance-based
testing

3. Textbook Challenges
• Increase in difficulty with grade level
• Discrepancy between reading level of
students and readability of textbooks
(Kinder, Bursuck & Epstein, 1992)
• Breadth vs Depth of Coverage
• Unfriendly nature of textbooks (Armbruster &
Anderson,1988)
• Introduction of large number of
vocabulary words (Yager, 1983)

4. Secondary Science
• Typical instructional formats
– Lecture to entire class with discussion
– Lab activities with partners
– Rapid pace of teacher presentations
– Rapid pace through textbook
– One class period for lab work
– Tests and quizzes administered on chapter by
chapter and unit basis linked to high stakes state
wide tests

5. Effective Instruction
• Maximized student engagement
• Direct questioning directly relevant to
objectives
• High rate of responding
• Step-by-step instruction
• Frequent monitoring of learner progress
toward meeting prespecified objectives (House
et al., 1978; Rosenshine & Stevens, 1986)

6. PASS Variables
• Prioritize Objectives
• Adapt materials, environment, and
instruction
• SCREAM variables
– structure, clarity, redundancy, enthusiasm,
appropriate rate, maximize engagement
• Systematic evaluation

7. Strategies for Adapting Textbook
Approaches to Science Learning
• Textbook Selection
• Mnemonic strategies
– IT FITS Strategy
• Text-processing strategies
– Powerpoint
– Framed Outlines
– Spatial Organizers
– TRAVEL strategy
– Text structure processing
• Classwide wide peer tutoring

8. Criteria for Selecting Textbooks
Did I ...
• Consider adequacy of content coverage?
• Evaluate
– readability
– text structure
– text coherence
– instructional strategies
– assessment procedures
– attractiveness
– supplemental materials
– practice activities?

9. The Keyword Strategy
• Helpful for learning science
vocabulary
• Steps in using the keyword method:
– Recode unfamiliar word to an acoustically
similar but familiar word or keyword.
– Relate the the keyword in an interactive picture
with the to-be-remembered information
– Retrieve the new definition by thinking of the
keyword and what was happening in the
interactive picture

11. IT FITS Strategy*
Identify the term
Tell the definition of the term
Find a keyword
Imagine the definition doing something with the
keyword
Think about the definition doing something with
the keyword
Study what you imagined until you know the
definition
*King-Sears, M.E., Mercer, C.D., & Sindelar, P.T. (1992). Toward independence with keyword mnemonics: A strategy for science vocabulary instruction.
Remedial and Special Education, 13, 22-33.

12. PowerPoint Presentations
• Help focus attention
• Reinforce vocabulary, important points
• Highlight concepts and relationships
• Add colors, pictures, animation and/or sound
• Interactive, requires student responses
• Highlight steps in activities
• Students can create their own PowerPoint
presentations

13. Graphic Organizers
• Inspiration or Kidspiration software
– Down load free 30 version at inspiration.com
• Draw with crayons
• Use Power point or other software

14. Main Idea Strategy
1. What are you studying the passage for?
2. Find the main idea in the paragraph and
underline it/them.
3. Think of a question about the main idea
you have underlined.
4. Learn the answer to your question.
5. Always look back at the questions and
answers

15. Sample Summarization Strategy
(Malone & Mastropieri)
• Read the paragraph - ask and
answer:
– Who or what is it about?
– What is happening to them?
• Use those answers to write a
summary sentence
– tells what the whole paragraph is about
• Use self-monitoring card

16. Text-Structure Based Strategies
• Main idea strategy (find & underline, write
down, & study information)
• List strategy (find & underline topic of
passage, write down topic/subtopic, study
information)
• Order strategy sequential (find & underline
main topic, write down what was different
for each step in passage, study
information)

17. Highlighting Self-Monitoring
Did I examine my book for
boldfaced print, types of
subheadings, charts, maps, or
figures?
Did I find important information
by asking and answering
questions:
-is it new information?
-is it a new concept?
-is it a new vocabulary word?
-does it describe important people
or events?
-does it list causes of events or
things?
-is it a main idea?
-does it compare and contrast
things?
-did my teacher emphasize it?
Did I select information to be
highlighted?
Did I highlight it?
Did I test myself on the highlighted
information by asking and
answering questions about the
highlighted information?
Did I reward myself for good
strategy use?

18. Tutoring Condition Materials
• Rules and Procedures for Tutoring
• Folders containing strategy sheets
– What is …
– A strategy to help you remember
– What else is important about . ?
– What is an example of --- ?
• Student recording sheets

19. Scientific Process Skills
– Observing,
– Classifying
– Predicting
– Comparing
– Contrasting
– Charting, Graphing, Recording Data

20. Various Science Activities
• Measuring and pouring
• Mapping
• Invention and discovery
• Kits and models
• Human anatomy
• Plants and animals
• Astronomy
• Force and motion
• Physics of sound
• Solids, liquids, gases
• Microscopes
• Powders, mixtures and
solutions
• Weather
• Water activities
• Rocks, minerals and
fossils
• Earth science, landforms
• Magnetism and electricity
• Light and color

21. Problem Solving
• Very structured and guided instruction
• Build ecosystem and observe plant, animal
growth & interactions with environment
• Predict effects of acid rain, too much salt,
too much fertilizer on your ecocolumn
• PORC = predict, observe, record, compare
• Minimal insight required for success
• Disability specific adaptations made

22. Disability-Specific Adaptations
• Vocabulary check-sheets
• Modified worksheets
• Communication boards
• Teacher and peer assistance with reading
tasks
• Special matching of peers in small groups
• Testing adaptations - oral and transcribed

23. Adapt, but Increase
Interest
• Concrete lessons
• Meaningful lessons
• Hands-on materials
• Illustrations
• Discrepant events
• Use novelty to involve students

24. Summary
• Tension exists between demands of high
stakes testing and teaching students with
disabilities in inclusive classes
• A variety of evidence-based techniques have
improved performance
– Extend interaction and practice with text
• Text adaptations
– Use strategies with peer tutors
– Enhance meaningfulness and concreteness
– Use activities to enhance meaningfulness
• Adapt activities to ensure success