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Journal of Science Education for Students with Disabilities

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Journal of Science Education for Students with Disabilities

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My Experience Teaching General Chemistry To A Student Who Is Visually Impaired, Katherine M E Stewart

Journal of Science Education for Students with Disabilities

This paper summarizes my experience with teaching a first-year, General Chemistry course to a visually impaired student. This includes accommodations and modifications for both the lecture material and the laboratory. Included are also examples of formats and syntax for txt-based quizzes, tests, and laboratory reports, as well as other general accommodations for both the student and the service dog.

Science Instruction For Secondary Students With Emotional Or Behavioral Disorders: A Guide For Curriculum Development, Tal Slemrod, Leah Wood, Shelley Hart, William Coleman

Journal of Science Education for Students with Disabilities

This article provides a step-by-step guide for the organization and development of science lessons and units, to support the academic and behavioral performance of secondary students with challenges with related disabilities. This clinical practice guide provides a process for curriculum development for students with emotional or behavior disorders (EBD) in the science classroom. Steps include recommendations, goals, and examples for administrators and educators to discover appropriate plans and interventions to promote engagement and learning, including supporting success on State mandated High Stakes Assessments.

Implications Of 3-D Printing For Teaching Geoscience Concepts To Students With Visual Impairments, Karen E. Koehler, Tiffany A. Wild, Sean Tikkun

Journal of Science Education for Students with Disabilities

This article presents the results of a study on the use of 3-D printed models in a science classroom for students with visual impairments and examines whether the use of these models impacts student conceptual understanding and misconceptions related to geosciences concepts, specifically plate tectonics.

Data were collected one week prior to instruction, one week after instruction and throughout the 3-week instructional period. Results showed that students with visual impairments held many of the same misconceptions about plate tectonics as students who are typically sighted. All students in this study had fewer misconceptions after the instructional period than they held …

Book Review: Towards Inclusion Of All Learners Through Science Teacher Education, Greg Stefanich

Journal of Science Education for Students with Disabilities

It is a pleasure to receive an invitation to submit a review for the book titled Towards Inclusion of All Learners through Science Teacher Education. The contributors include four wellknown leaders in inclusive science education complemented by a spectrum of authors American and international, in pre-service and graduate science education, pre-service and graduate special education, science research, special education practitioners, classroom teachers, graduate students, and students through case studies and interviews.

The book presents an excellent overview of current practices in schools, descriptions of individual and team efforts to improve practice, and emerging innovations such as the application of Universal …

Teaching Science Through Inquiry Based Field Experiences Using Orientation And Mobility, Danene K. Fast, Tiffany A. Wild

Journal of Science Education for Students with Disabilities

Instruction in science can be difficult for students with visual impairments due to the use of visual instruction that is often used for conceptual understanding. Pedagogical approaches to teaching science continue to evolve, with inquiry-based science instruction as a primary instructional method used in current classrooms.

In teaching students with visual impairments, inquiry is a strategy that has been traditionally been used in orientation and mobility (O&M) instruction, in an effort to teach students with vision loss to explore and make conclusions about their environments through the use of all senses.

The purpose of this review is to outline how …

The Effect Of Cross Age Tutoring On Math Fact Automaticity Using Students With Disabilities As Tutors, Wendy L. Krayer

Theses and Dissertations

The purpose of this study was to determine if the math fact knowledge and recall of students with disabilities improved when they acted as tutors in cross-age tutoring situations. I hypothesized that students with disabilities would exhibit increased recall, improved engagement and enhanced self-concept when they took on the role of expert. All the participants in our study were special education students with Individualized Education Plans and met for 15 three-minute tutoring sessions. The tutor and tutee did not change roles. Addition fact cards were presented and tutees were given a pre-determined amount of time to answer. All participants were …

Using Graphic Organizers To Improve Science Outcomes, Deana Lynn Elwood

Theses and Dissertations

This study looked at the outcome of using graphic organizers to improve student outcomes in the content area of science for students with special needs in an inclusion class in a high school in New Jersey. In total, there were five participants in this study who were all eligible for special education services. Of the five students in the study, four are under the category Other Health Impaired, and one student is autistic. All participants were demonstrating grade level performance as determined by their baseline data collection.

The data from the study illustrated that all five of the participants demonstrated …

Development And Transfer Of Technological Pedagogical Content Knowledge (Tpack) Of Special Education Teachers, Aleksandra A. Kaplon-Schilis

Dissertations, Theses, and Capstone Projects

This dissertation presents findings of three studies investigating the development and transfer of TPACK of pre-service and in-service elementary school special education teachers. The dissertation is presented in a non-traditional format including an introduction, three manuscripts submitted for journal publication, and a summary chapter. The purpose of the first study was to analyze development of TPACK of pre-service elementary special education teachers enrolled in a graduate level pedagogy course Integrating Technology in Mathematics and Science Instruction in Special Education and Inclusive Classrooms in a New York City public college. The study’s research question was to find out whether the TPACK- …

The Effect Of Imagine Math On High School Students With Learning Disabilities, Danielle Cabassa

Theses and Dissertations

The purpose of this study was to: (a) examine the effectiveness of Imagine Math in increasing the engagement of students in a high school resource Algebra 2 classroom, (b) examine the effectiveness of Imagine Math in increasing the academic achievement of students in a high school resource Algebra 2 classroom, and (c) determine if students in a high school resource Algebra 2 classroom are satisfied with the use of Imagine Math. The research was conducted using single-subject design methodology. The study followed an ABAB alternating baseline pattern. Academic achievement was monitored through daily assessments, while engagements was evaluated in three …

Effects Of Universal Design For Learning Math Menus On Seventh Grade Students, Mona L. Mauro

Theses and Dissertations

The purpose of this study was to: (a) examine the effectiveness of UDL math menus in increasing the academic engagement of seventh grade students with disabilities, (b) examine the effectiveness of UDL math menus in increasing the academic achievement of seventh grade students with disabilities, and (c) determine if seventh grade students with disabilities are satisfied with the use of UDL math menus. The research was conducted using single-subject design methodology. The study followed an ABAB alternating baseline pattern. Student academic achievement was evaluated through daily assessments, while student engagement was evaluated five times per class, approximately every fifteen minutes …

The Effect Of Choice Of Ipad-Delivered Math Independent Practice Of Elementary Grade Students With Attention-Deficit/Hyperactivity Characteristics, Nora A. Altaweel

Communication Disorders & Special Education Theses & Dissertations

A choice-making strategy is an antecedent control that has proven to be effective for students with problem behaviors. Because students with Attention-deficit/Hyperactivity Disorder (ADHD) may display disruptive behaviors and show poor academic performance, it has been suggested that incorporating choice-making strategies into academic instruction could serve to increase academic engagement and task accuracy. The purpose of this study was to examine the effectiveness of iPad-based choice-making opportunities during math independent practice on each participant's task engagement, time required to complete task, task accuracy, and task completion, as well as the teacher and participants perceptions of social validity of the intervention. …

Learning To Think...Thinking To Learn, James C. Dean Mr., Julie Pfeiffer, Nancy Famulari, Julia Connett, Briana Kaparis

ICOT 18 - International Conference on Thinking - Cultivating Mindsets for Global Citizens

How do you create a systemic school culture of THINKING? In this interactive presentation learn how 3 Miami-Dade schools are using a set of consistent visual tools to teach critical, creative THINKING and communication to all learners. This session will capitalize on connecting the visuals to the latest brain research and its implications on the developmental needs of PreK-Adult learners. Examples of practice will be highlighted by these schools.

“Indefensible, Illogical, And Unsupported”; Countering Deficit Mythologies About The Potential Of Students With Learning Disabilities In Mathematics, Rachel Lambert

Education Faculty Articles and Research

This paper describes two myths that circulate widely about the potential of students with Learning Disabilities to learn mathematics: (1) that students with Learning Disabilities cannot benefit from inquiry-based instruction in mathematics, and only from explicit instruction; and (2) that students with Learning Disabilities cannot construct their own mathematical strategies and do not benefit from engaging with multiple strategies. In this paper, I will describe how these myths have developed, and identify research that counters these myths. I argue that these myths are the unintended consequences of deficit constructions of students with Learning Disabilities in educational research. Using neurodiversity to …

The Effects Of Using A Whiteboard Interactively In A Middle School Mathematics Classroom, Joshua H. Schneider

Theses and Dissertations

The purpose of this study was to further examine the effects of using Interactive White Boards interactively versus as a glorified whiteboard. The experimental group consisted of seven eighth grade general education students and six eighth grade special education students. The experimental group was taught with lessons created to promote interactivity and student involvement and covered the five lessons in a unit on three-dimensional geometry. Baseline data was collected by using the mean of the students' recent test scores. The post-test was then compared to the students' baseline scores to show the effectiveness of the intervention. To further data analysis, …

Using Argument-Based Science Inquiry To Improve Science Achievement For Students With Disabilities In Inclusive Classrooms, Jonte C. Taylor, Ching-Mei Tseng, Angelique Murillo, William Therrien, Brian Hand

Journal of Science Education for Students with Disabilities

Students with disabilities have long lagged behind their non-disabled peers when it comes to science achievement. The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and outside of the classroom. Additionally, the Next Generation Science Standards are asking teachers and students to better understand how science is connected to the everyday world through the use of …

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

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Journal of Science Education for Students with Disabilities

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Call For Manuscripts!

Journal of Science Education for Students with Disabilities

No abstract provided.