Practical science - Is it possible in a special school?

The short answer is yes, yes, yes! Not only is practical science possible for SEN learners — it’s completely necessary if you want to engage any student in science.

Most students with special educational needs are visual or kinaesthetic learners. They learn best by doing. If a practical can be done in a mainstream classroom, it can absolutely be adapted for an SEN one.

When I first introduced mainstream-style practicals into SEN classes, I got a few raised eyebrows. There were mutters of:

“They’ll knock it over.”

“They won’t be able to do that.”

“Are you sure it’s safe?”

But I knew what I was doing — I’d run these same experiments hundreds of times in mainstream settings. SEN students aren’t any different when it comes to curiosity or wanting to do well. They want to be safe, follow the rules, and succeed just as much as anyone else.

In 12 years, I can recall just one slightly burnt finger — she was absolutely fine the next day. Sure, we’ve had messes, spills, and the odd minor chaos, but that’s part of the fun. Science is meant to be messy.

My golden rules for SEN practical science:

• Keep it simple. Don’t overcomplicate — the learning point is more important than fancy equipment.

• Keep it visual. Abstract ideas like extracting DNA might fascinate us, but there’s little to see. Burning paper, however, clearly shows a chemical change — perfect for visual learners.

• Break it down step-by-step. Especially when it comes to safety.

• Don’t assume basic techniques. Blowing into limewater seems simple — but do they know how to blow, not suck?

• Physically support, but don’t take over. Let students do the experiment themselves.

• Plan tidy-up time carefully. That’s when glass breaks and chemicals spill.

• Always finish with understanding. Make sure students know why they did the practical.

Equipment worth using — and how to manage it safely:

Bunsen Burners:

The ultimate symbol of science lessons! SEN students get just as excited to see them as anyone else. If your lab doesn’t have gas taps, portable Bunsens work brilliantly. Students are instinctively cautious — give them a chance to prove it.

Acids:

Weak concentrations of hydrochloric acid (or even vinegar) are perfectly safe. In 12 years, not one student has tried to drink it! Risk assess sensibly, but don’t avoid acids altogether unless you have a class that you know try to eat everything!

Harsh Chemicals:

Store them away from working areas. Out of sight, out of temptation.

Electrical Equipment and Tech:

Teach respect early. It’s a life lesson in looking after expensive kit.

Everyday / Edible Chemicals:

Salt, oil, lemon juice, sugar — great for sensory science. Advise not to eat them, but if they do, the world won’t end. Just be allergy-aware.

Droppers and Pipettes:

Fantastic for building fine motor skills. Students love them — and they’re endlessly useful.

Universal Indicator (or alternatively red cabbage home made indicator):

Instant colour change = instant engagement. Use it often!

Goggles:

Ah, goggles — my eternal battle. I ask all students to wear them, but I only insist when there’s a genuine risk. There’s no sense forcing a child with severe sensory issues into crisis just to dissolve salt in water. Pick your battles wisely.

The biggest challenge

The hardest part of practical SEN science isn’t the students — it’s getting adults to let go. Teaching assistants mean well, but often want to “help” by doing the task for the pupils. The truth is, our students learn by doing.

Think back — how disappointed would you have been if you turned up to a science lesson, ready for a practical, only for the teacher to do it for you?

That’s why my mantra for every science lesson is:

“It’s OK to get it wrong, make a mistake, or make a mess — that’s how we learn.”

And that’s what practical science is all about — giving our young people the chance to try, fail, succeed, and discover for themselves. Because in the end, science belongs to everyone.