Research indicates that many new teachers encounter hindrances to implementing the type of researched-based, state-of-the-art teaching methodologies for science instruction in the elementary grades, which they had learned about in their teacher preparation programs (Kane, 1994). Concerns have also been expressed about teacher preparation in the science education of deaf students (Lang & Propp, 1982; Lang, 1994, 1996). The present project is designed to assist new and inexperienced teachers in minimizing constraints to the implementation of an effective K-5 science curriculum, particularly in educational programs serving deaf students. In the present paper, some ofthe hindrances to implementing the best practices in K-5 science are described, including five critical issues for science education presented at a national conference held in 1994 (Lang, 1994& Egelston-Dodd, 1994). Secondly, some research-based considerations for effective teaching practices in general, in the field of science, and in the field of deaf education are presented. Finally, the results of a personal, mentored investigation of resources for new and current teachers interested in implementing research-based instructional programs in the K-5 classroom are offered as a supplementary web page to an educational web resource for teachers of both hearing and deaf students.
Department, Program, or Center
Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)
Lang, Harry - Chair
Coil, Susan, "Teaching science to deaf students: resources for teachers in kindergarten to fifth grade" (2005). Thesis. Rochester Institute of Technology. Accessed from
RIT – Main Campus