Asking Questions in Biology: Discovery versus Knowledge

Introduction

The students I teach range from 9^th to 12^th grade and have a variety of learning disabilities. Some have to do with processing, others emotional regulation and still others social communication. Most of my students know little to nothing about their disabilities. I am unsure if this is due to lack of parental and teacher knowledge, sensitivity towards a very touchy subject or something entirely different; though I imagine it is a combination of many things. Regardless of the reason, the problem is that students have very limited knowledge of their disabilities. This lack of self-knowledge seems to breed the stigma that many of my students feel in relation to school and learning. A large portion of the students I teach have a very difficult time participating in class discussions, rarely if ever ask questions about the content in their general education classes let alone questions about their disabilities. In addition, most never speak up for the learning accommodations that they are entitled to. Through this unit students will be encouraged to ask questions. We will talk about why it is important to ask questions about their disabilities. Through this questioning, the students will become more comfortable with their learning difficulties. This comfort will help to produce confidence in their ability which will in-turn breed self-advocacy, a component of the all-important and ultimate goal, self-dependence. My strategy is to use, and rely heavily upon questioning to both start and sustain the process towards students acquiring self-confidence, self-advocacy and self-dependence.