Sounds and Sense-Abilities: Science for All.

Activities-oriented instruction offers multi modal opportunities for learning science. How do college students in elementary pre-service teacher preparation programs describe science lab activities in terms of visual, kinesthetic, auditory and motor characteristics? Research with elementary science methods students shows that the Levels of Accessibility Matrix is useful for facilitating activity planning for students with special needs. Klemm, Plourde, and Laszlo (2002) developed the Levels of Accessibility Matrix (LAM) system, a way to evaluate the sensory and motor/manipulative accessibility of hands-on science activities for preservice teachers. Using the LAM system, data were gathered from 50 preservice elementary teachers in two different states and then analyzed to determine the types of sensory and motor abilities needed by learners to fully engage in the learning experiences associated with specific hands-on inquiry laboratory activities. ********** Educators have been bombarded with the notion "Science for All" for the past few decades (Rutherford & Alghren, 1990; American Association for Advancement of Science, 1993; National Research Council, 1996). Teachers, as well as teacher educators, articulate and comprehend this catch phrase in myriad ways. As classrooms become more inclusive, prospective and practicing teachers need to apply strategies that assure the full participation of students with disabilities. As elementary classrooms are becoming more diverse ethnically and developmentally, "Science for All" must become a reality in classrooms throughout the country. Elementary and secondary school-age children with disabilities have a variety of special needs that must be met if they are to benefit from educational experiences. Of children six to seventeen years of age, approximately 12 percent receive special services in federally supported special education programs. Although it is not a complete count of the population with disabilities, this figure provides a baseline for estimating the present level of services provided. Furthermore, students with physical disabilities make up four to six percent of the science students in grades one--twelve (U. S. Dept. Education, 1998). The environments whereby students are introduced to science are important aspects of access to this discipline. Depending on the nature of their disability, students preferably would be served in regular classroom settings. Given the often equipment intensive needs for instruction in science, access to science could vary widely for these students. Instructional settings may require special equipment or environments for science education. Thus, the instructional settings for students with disabilities are of particular importance. The elementary and middle school years are cited as the time when budding scientists are "won" or "lost." The challenges of engagement and retention are at least doubled when students are impaired in some way. Following the lead of Texas and California, 29 states have implemented or are considering legislation requiring that all new educational materials purchased be accessible to students with disabilities. However, the playing field is far from level, and the landscape is still marred with many obstacles to access for students with disabilities. The two notions that are key to successful inclusion of students with disabilities are views about disability and actions taken to make learning fully accessible. Traditionally, disability was viewed as the limitations inherent in handicapped individuals. Today, the preferred view of disability is one of enablement, a positive ecological view of disabilities as the limitations to full participation that result from inaccessibility of physical environments as well as the lack of accommodation, support, or inclusion in social environments (Klemm, Plourde & Laszlo, 2002). A commonplace example is illustrative; ramps at curbsides make environments accessible to those with disabilities, and also enable others, e. …