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Article
Author(s)
Panagiotis Papalexopoulos
Alkistis Verevi
Vasilis Tzatzakis, Stavroula Balkamou
Dionisios Vavougios
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DOI:10.17265/2161-623X/2021.04.003
Affiliation(s)
University of Thessaly, Lamia, Greece
Academy of Athens, Athens, Greece
Special Education teacher, Secondary Education, Greece
University of Thessaly, Lamia, Greece
ABSTRACT
The inclusion of students with special needs in science courses has been a cause for concern among the scientific community in recent decades. Taking into account the changes caused by the pandemic corona-virus disease 2019 in the educational process, we studied the adaptations that could be made to the teaching of science for students with mobility problems in order to be effectively integrated. Exploiting the adaptations that are described in the literature for the teaching of science for these students we defined the possible modifications that could be made either to distance learning or to hybrid learning systems that use both in-person and distance learning.
KEYWORDS
science teaching, mobility problems, teaching adaptations, pandemic
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