The paper provides a first person account of participant evaluation research of curriculum innovation in a school serving students with profound learning difficulties. It describes how the aspirations of the leadership team for the introduction of science overcame the initial anxiety of teaching staff about their capacity to teach an unfamiliar subject. The staff position was transformed through the course of the year and staff gave a very positive evaluation at the end of the academic year. The shift was partly brought about by receiving support from an experienced science educator but mainly by the very positive experiences of teaching science. In observed lessons, staff were found to be using of very clearly structured concept development, supported by corresponding sensory stimuli. It was also noted that students who might have struggled to follow a cycle of ‘think-do-review’ (the so-called hypothetic-deductive approach to science) were able to learn through the open exploration of physical phenomena. The introduction of science not only supported the development of other curriculum areas, specifically literacy and numeracy, but also to promote the use of transferable skills including logical thinking, making predictions and understanding causality. The introduction of a distinct and inclusive model of science into the curriculum was found to have significant benefits for both students and staff.

中文翻译：

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走向真正包容的科学教育：特殊学校成功课程创新的案例研究

论文以第一人称视角，第一人称叙述了一所为深度学习困难学生服务的学校课程创新的参与者评价研究。它描述了领导团队对引入科学的渴望如何克服了教学人员最初对他们教授不熟悉学科的能力的焦虑。员工职位在这一年中发生了转变，员工在学年结束时给予了非常积极的评价。这种转变部分是由于获得了经验丰富的科学教育者的支持，但主要是由于教授科学的非常积极的经验。在观察到的课程中，发现员工正在使用结构非常清晰的概念发展，并得到相应的感官刺激的支持。还指出，那些可能难以遵循“思考-实践-回顾”（所谓的假设-演绎科学方法）循环的学生能够通过对物理现象的公开探索来学习。科学的引入不仅支持了其他课程领域的发展，特别是识字和算术，而且还促进了可转移技能的使用，包括逻辑思维、预测和理解因果关系。发现在课程中引入独特且包容的科学模式对学生和教职员工都有显着的好处。科学的引入不仅支持了其他课程领域的发展，特别是识字和算术，而且还促进了可转移技能的使用，包括逻辑思维、预测和理解因果关系。发现在课程中引入独特且包容的科学模式对学生和教职员工都有显着的好处。科学的引入不仅支持了其他课程领域的发展，特别是识字和算术，而且还促进了可转移技能的使用，包括逻辑思维、预测和理解因果关系。发现在课程中引入独特且包容的科学模式对学生和教职员工都有显着的好处。