Instructional adaptations in Physics for students with learning disabilities: The use of cognitive maps

Anastasia Ferentinou, Panagiotis F. Papalexopoulos, Dionisios Vavougios

Secondary education, milts@sch.gr
PhD in Special Education, papalex@uth.gr
Department of Special Education, University of Thessaly, dvavou@uth.gr

 

The adaptation of teaching the concept of forces to students with learning disabilities attending the 8th grade of the Greek school is the theme of the present paper. The specific teaching that could be realised in the supporting classes has been designed according to the cognitive conflicts of students with learning disabilities regarding to the teaching tool of concept mapping and its alternative approaches. The aim of the proposing instruction is the successful inclusion of students with learning disabilities in the mainstream science classes.