Triumphs and travails in Science: Lived experiences of high school with special education needs in inclusive classrooms

Abstract

Inclusion in science classrooms provides a better quality education for diverse children and is instrumental in shaping scientific attitudes and developing higher order thinking skills as they relate with nature and all other factors affecting them in this fast-changing world. This descriptive study aimed to understand the lived experiences of two learners, a 15-year and 18 old males with special educational needs as they triumphed and travailed in the science academic performance in inclusive classrooms. The investigation also included communication, social relationships, and emotional /behavioral aspects. Two medically assessed learners, one with Asperger Syndrome Disorder (ASD) and another one with Attention Deficit Hyperactivity Disorder (ADHD) served as principal respondents. Two science teachers, three classmates, and the mother of each subject were interviewed as well as themselves respectively. Narratives were used to gather data from the semi-structured interview guide made by the researcher. The stories collected from each participant was given a voice based on the four themes - science performance, communication, social and behavioral /emotional aspects. Science and Research grades with National Career Assessment Examination (NCAE) results were subjected to triangulation with their science academic performance. Results revealed that both learners triumphed in their science academic.