Teaching science to a profoundly deaf child in a mainstream classroom
Issue 142 | Page 9 | Published Mar 2016
From her experience of a profoundly deaf child learning science with British Sign Language as her first language, Sally Spicer learnt methods that could be good practice for all learners.
More from this issue
How child-led enquiry, with children choosing their own questions to research, can work in an infant classroom.
Using concept cartoons and cognitive acceleration to enthuse children in science lessons.
Kirstin Greygoose shares how she has developed talk in the early years in her school.