An important source of human capital is the intellectually able but physically disabled student. Since teachers typically are not prepared to know how to deal with this type of student in the science classroom and to cultivate the student's full potential, teachers usually discourage disabled students from pursuing continued study in science. In order to address this problem, The American Institutes for Research will develop, test, and disseminate instructional modules to prepare science teachers to deal with specially challenged students in the science classroom and to understand how to encourage these students to reach their full potential in science. Specific barriers unique to the study of science will be considered and strategies for overcoming these barriers will be discussed in the modules. The writing team will include teachers with experience in teaching science to specially challenged students, and the modules will be reviewed by a distinguished panel consisting of disabled scientists and experts in the area of meeting the needs of disabled science students. The modules will be field tested and disseminated through four regional sites throughout the country. It is envisioned that these materials will be useful to both preservice and inservice teachers in enhancing their attitudes and effectiveness in working with specially challenged students in the science classroom.
