A fundamental understanding of science and the development of science literacy is important for understanding the world around us. Science is a broad and complex field that encompasses a large amount of information and requires students to memorize, analyze, synthesize and critically evaluate information, to find solutions and to develop many specific skills. A part of the schooling population are also pupils and students with learning disabilities that affect an individual's ability to process, interpret and integrate information and thus hinder the process of developing skills and acquiring knowledge. Therefore, pupils and students with learning disabilities need adapted methods and forms of work, adaptations of learning tools and materials in order to understand information and to develop skills. As a basic learning material, the textbook should be suitable for the age and abilities of the student, as it is an aid in teaching and also the primary source for active and independent learning. Given the extensive offer of textbooks, the question arises as to what extent individual textbooks are a suitable source for active and independent learning of pupils and students with learning disabilities and to what extent they take into account differences in information processing, which significantly affects the effectiveness of teaching and learning.
As part of the research , we analyzed twelve elementray and secondary science textbooks. Our goal was to determine the extent to which the selected textbooxs are appropriate for individuals with learning disabilities.
Based on the analysis of existing recommendations for the design of written materials, different evaluation forms and the understanding of special educational needs of students with learning disabilities, we have developed guidelines that can be a useful tool for teachers in assessing and selecting the most appropriate textbooks for individuals with learning disabilities. The research also included interviews with a pupil and a student with learning disabilities, who gave their own assessment of the developed guidelines.
The results of the analysis of selected science textbooks indicate a high total share of points in terms of form and content suitability, which means that the analyzed science textbooks are on average suitable for pupils and students with learning disabilities. Nevertheless, we identified certain shortcomings that may hinder the reading and learning process and should be improved to ensure equal opportunities for effective use of textbooks for individuals with learning disabilities. In particular, we can point out the shortcomings of textbooks in terms of form suitability, such as: inappropriate type, color and thickness of paper, inconsistent use of dictionary and index, less appropriate format and font size, inadequate contrast between text and background, insufficient line spacing and less efficient ways displaying and highlighting information.
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