ABSTRACT
Ireland’s number of students identified with special educational needs is rising significantly with more students attending both mainstream schools and special schools. With the mainstream curriculum changing to include an adapted curriculum for those with special educational needs, the special schools curriculum and special schools have been neglected. Special education teachers deem science too difficult to teach their students and, with limited teacher training and funding, the science curriculum for students with educational needs is undervalued. This chapter focusses on changing teacher perceptions and including science in the school curriculum for students identified with educational needs. It emphasises the need to use strategies such as scaffolding, co-operative learning and the Zone of Proximal Development to make science more accessible for students. It also encourages cross-curricular learning and establishing links between mainstream schools and special schools with a heavy influence on inclusive education.
