Education Commons^™

Elementary Science Essential Elements Curriculum Map & Progress Monitoring With Evidence-Based Teaching Strategies, Tasha Jenkins

All Graduate Reports and Creative Projects, Fall 2023 to Present

Little research has explored the field of science instruction tailored to students with significant disabilities. However, research studies have begun to emerge that suggest, with specific instructional strategies, these students can be successful in learning science curriculum. This project evaluated literature to find evidence-based instructional strategies for teaching science to students with significant cognitive disabilities. Six strategies were consistently found across multiple studies. The six strategies include (1) time delay, (2) systematic instruction, (3) multiple exemplar training, (4) task analysis, (5) graphic organizers, and (6) guided inquiry-based learning. These strategies were shared with a team of nine special education teachers …

The Impact Of Teacher Preparedness And Professional Development On Fourth-Grade Students' Science Achievement, Craig L. Mayo, Faye Bradley

Journal of Research Initiatives

Science scores among US fourth-grade students have declined compared to their international counterparts in recent years. Recent results show that teachers are the most impactful influence on student success and accountability. Teacher preparedness and professional development are two key areas that serve as indicators of providing relevant and essential information for students' success. A correlational quantitative study was conducted to assess the relationship between teacher preparedness and professional development on fourth-grade students’ science achievement. The TIMSS 2019 data were secured from the Boston College, TIMSS, and PIRLS International websites. The data was evaluated using the SPSS 27 Hierarchical Linear Regression. …

Teaching Science To Students With Disabilities Using Socio-Scientific Issues, Rachel Juergensen, Laura Zangori, Pat Friedrichsen, Troy D. Sadler

Journal of Science Education for Students with Disabilities

Students with disabilities experience inequitable learning opportunities in science classrooms. To create equitable learning environments, science teachers must embed supports within their curriculum units. Teachers rely on their beliefs about the capabilities of their students, their role as science teachers, and the goals of science education to adapt their curriculum units. Curricular changes occur through their pedagogical design capacity (PDC) during lesson planning and enactments, in which their beliefs inform their PDC choices. Yet there is little research regarding science teachers’ beliefs about teaching students with disabilities and how they enact their science curriculum materials in general education science classrooms. …

The Sci – Dot: A New Dimension Of Scientific Innovation For Persons With Blv., Ashley N. Nashleanas Ph.D.

Journal of Science Education for Students with Disabilities

Throughout history, students with blindness and low vision (BLV) have been vastly underrepresented in science, technology, engineering, and mathematics (STEM) disciplines with regards to both K-12 education and post-secondary endeavors (Burgstahler, 1994; Supalo, 2010). This underrepresentation of students with BLV in STEM is due to limitations in technology that allow them to access data in a laboratory setting, thus inhibiting their abilities to partake actively in data acquisition with their peers. The Sci-Dot, a multiline, refreshable braille and tactile graphics display capable of logging scientific data in real time with the support of Vernier Science Education’s (VSE) Go-Direct Bluetooth sensors, …

Universal Design For Learning (Udl) In Inclusive Preschool Science Classrooms, Marla J. Lohmann, Katrina A. Hovey, Ariane N. Gauvreau

Journal of Science Education for Students with Disabilities

Science instruction is a critical aspect of early learning. Teachers can support young children’s learning about scientific concepts through the use of the Universal Design for Learning (UDL) framework, which is a proactive approach to instructional planning that helps ensure success for all learners. This teaching techniques article offers preschool teachers practical solutions for implementing in the UDL framework for science instruction in their classrooms.

Graphic Models And Instructional Tools For Students With Special Needs (Revised), Edward A. Polloway, Jacqueline Lubin

LC Journal of Special Education

This document is intended for educators with interest in students with special needs. It provides various graphical models and instructional tools that relate to teaching reading, writing, math, and social studies and science to students with disabilities. The paper is divided into four sections: reading, writing, math, social studies and science. In each section, multiple examples of models are provided. The information provided can be used for general knowledge, as part of course content in special education classes and/or as reference material. The authors acknowledge the work of Allison Meade and Wendy Bailey-Joseph in developing an earlier edition of this …

The Effects Of A Video-Enhanced Intervention Package On The Science Practices Of Students With Neurodevelopmental Disorders, Kailee Liesemer

Electronic Thesis and Dissertation Repository

Students with intellectual disabilities (ID) and neurodevelopmental disorders (NDD) often experience barriers to accessing science, technology, engineering, and mathematics (STEM) instruction in the general classroom. The current research guiding equitable STEM education for this population lacks scope, primarily targeting vocabulary or content knowledge instead of the cross-curricular application of science practice skills in STEM. Using single-case research designs, the current paper examined the efficacy of an intervention package used to teach science practices in STEM education to students with ID and NDD. A multiple probe across participant design revealed that the intervention package was effective in teaching two students with …

Growing Capacity In Gifted And Talented Education Through Science, Technology, Engineering, Arts, And Mathematics (Steam), Sheron Mark, Chin-Wen Jean Lee, Peter A. Azmani

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

A graduate-level gifted and talented education (GTE) course for in-service teachers was revised aiming to prepare teachers to integrate science, technology, engineering, arts, and mathematics (STEAM) education into existing curricula to create challenging learning experiences for students identified as gifted and talented. Two university-based teacher educators in science education and GTE, respectively, engaged in action research in order to develop and refine a semester-long STEAM project in the GTE course to accomplish this goal. In all, two elementary, one Music, and one World History teacher participated. Case study analysis explored the teachers’ approaches to developing STEAM-based lessons to expand their …

Publishing Successful Practitioner (Teaching Techniques) Manuscripts For The Journal Of Science Education For Students With Disabilities, Jonte C. Taylor

Journal of Science Education for Students with Disabilities

The Journal of Science Education for Students with Disabilities (JSESD)d is the premier journal focusing on the intersections of science education for students with disabilities. JSESD provides valuable content and context for teachers and researchers on what works in advancing science access, practices, and knowledge for all students across settings, grades, ages, and exceptionality. One way in which JSESD supports teachers and researchers is through publication of practitioner manuscripts also referred to as Teaching Techniques. These manuscripts focus on the how-to portion of science education. That is, JSESD practitioner publications give detailed information on how-to provide science instruction or how-to …

Students’ With Blindness And Visual Impairments Level Of Engagement In Science And Engineering Practices, Tiffany A. Wild, Natalie Shaheen, Danene K. Fast, Julia Averill, Karen Koehler, Kathleen Farrand

Journal of Science Education for Students with Disabilities

There is a lack of research on science-process skills and abilities of students with blindness and visual impairments to apply those skills (Jones, Forrester, Robertson, Gardner, & Taylor, 2012). This study aims to provide additional information on how students with blindness and visual impairment are engaged in science and engineering practices in order for teachers to gain a better understanding of how students with visual impairments can learn engineering practices. The Student Inquiry Review (Hilson & Wild, 2015) that examines the scientific and engineering practices as defined in the Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas …

Evolution Of A Multi-Layered World Of Science To Benefit Children With Hearing Loss, Ellen Rhoades, Rachel Glade

Journal of Early Hearing Detection and Intervention

This is a brief but broad narrative and non-systematic review of developments that led up to how 21^st century digital technology and translational research influenced, in particular, cognitive psychology and our improved understanding of mental resources among children with hearing loss. In turn, systemic multi-disciplinary research findings gave birth to Auditory Cognitive Neuroscience (ACN). Three broad constructs unique to ACN, i.e., auditory attention, effortful listening, and auditory fatigue, are then described in relation to children with hearing loss. This review concludes with a brief examination of future opportunities for researchers and clinicians who can ensure that children with hearing …

Exploring The Impact Of Musical Mnemonic Strategies On Student Achievement And Engagement In Inclusive Science Classes, Zinna Eaton

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Students with disabilities often struggle with comprehending material and performing at grade level, and teachers often find new ways to help their students comprehend the curriculum. A common challenge for special education teachers is incorporating different learning styles and various instructional strategies to better assist their students. One teaching strategy and resource that many teachers incorporate is the use of music in their instruction. This research project examines how incorporating music teaching strategies into daily instruction impacts the level of engagement and the academic achievement level of sixth-grade students with and without mild/moderate disabilities within inclusive science classrooms. The study …

Exploring Stem Kit Diagrams For Braille Readers In Inclusive Classrooms, Sariat A. Adelakun Dr

Journal of Science Education for Students with Disabilities

Diagrams appears in many school subjects but more prominent in science and mathematics taught in schools. Accessing these diagrams in an inclusive classroom has been identified to be problematic for blind students partly due to the teaching resources available and personnel type, support and sufficiency. Diagrams are mostly omitted by teachers leaving the blind person out in such classroom to access portion of education received by their peers. In many instances, questions with diagrams are treated as bonus for blind students in some countries which is not fair to them. This study explored the efficacy of STEM Kit diagrams on …

Students With Visual Impairments' Access And Participation In The Science Curriculum: Views Of Teachers Of Students With Visual Impairments, Karen E. Koehler, Tiffany A. Wild

Journal of Science Education for Students with Disabilities

Science is a core curricular area of instruction for all students and the federal mandates of the Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) require that students with disabilities are educated in the least restrictive environment and have access to general education science content, based upon rigorous standards. While, most students with visual impairments are educated in the general science classroom, few studies have been done to determine whether appropriate accommodations and modifications are being made in those classrooms to meet the specialized needs of these students. A 35 question survey instrument was disseminated to …

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.

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 …

Preview-View-Review: Increasing Academic Access For Students With Intellectual Disabilities Who Are English Learners, Dolores Marie Williamson

UNLV Theses, Dissertations, Professional Papers, and Capstones

Recent changes to federal education laws for students with and without disabilities have kindled an increased interest in implementing evidence-based practices for teaching academic skills to all students, including students with severe disabilities and students learning English. Teaching students with significant disabilities who are learning English poses a unique set of challenges. To date, no research has been conducted on teaching science to students with significant intellectual disabilities who are learning English.

This study was designed to measure the effect of an evidence-based science curriculum, delivered in both English and Spanish using the preview-view-review (PVR) strategy, on the science vocabulary …

A Study On The Effectiveness Of A Pilot Inquiry-Based Middle School Science Program On Non-Cognitive Outcomes And Academic Achievement, Rui Meira Dionisio

Seton Hall University Dissertations and Theses (ETDs)

The randomized research study assessed the effect of an inquiry-based science (IBS) program on non-cognitive outcomes and academic achievement. The study was the result of a grant that was awarded by Professional Resources in Science and Mathematics (PRISM), a program affiliated with Montclair State University in conjunction with Bristol-Myers Squibb, and part of the New Jersey Statewide Systemic Initiative (NJSSI). The NJSSI is a partnership of schools, districts, colleges and universities, science centers, businesses, and museums dedicated to improving the teaching and learning of science, mathematics, and technology in New Jersey. The quantitative research study utilized an IBS instructional program …

An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth

Journal of Science Education for Students with Disabilities

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …

Stemming On Stem: A Stem Education Framework For Students With Disabilities, Jiwon Hwang, Jonte C. Taylor

Journal of Science Education for Students with Disabilities

There has been increased attention paid to science, technology, engineering, and mathematics also known as STEM. The focus on STEM has been both educational and occupational. Unfortunately, students with disabilities perform below their peers without disabilities in math and science. The authors discuss issues related to STEM and students with disabilities. These issues include (1) traditional views of STEM education, (2) the importance of STEM education, and (3) students with disabilities performance in STEM. The authors posit a framework for STEM education for students with disabilities and promote the incorporation of the arts to increase students’ STEM knowledge and achievement.

Using Systematic Instruction To Teach Science To Students With Severe Disabilities, Anna E. Greene

Masters Theses, 2010-2019

Science content is still a commonly over-looked academic content area for students with severe disabilities despite recent research. The purpose of this study was to show that students with severe disabilities can learn science content in a whole group setting when taught using applied behavior analytic principles, such as prompting and fading techniques. Four elementary-aged students with severe disabilities between 1^st and 5^th grade were taught science content using group lessons and effects were measured by a multiple baseline design across units. Participants were taught content from three different units: Energy, weather, and plants; the science content selected …

Ambiguity In Speaking Chemistry And Other Stem Content: Educational Implications, Mick D. Isaacson, Michelle Michaels

Journal of Science Education for Students with Disabilities

Ambiguity in speech is a possible barrier to the acquisition of knowledge for students who have print disabilities (such as blindness, visual impairments, and some specific learning disabilities) and rely on auditory input for learning. Chemistry appears to have considerable potential for being spoken ambiguously and may be a barrier to accessing knowledge and to learning. Educators in chemistry may be unaware of, or have limited awareness of, potential ambiguity in speaking chemistry and may speak chemistry ambiguously to their students. One purpose of this paper is to increase awareness of potential ambiguity in speaking chemistry and other STEM fields …

Increasing Access And Success In The Stem Disciplines: A Model For Supporting The Transition Of High School Students With Disabilities Into Stem-Related Postsecondary Education, Martie Kendrick, Marnie Bragdon-Morneault, Janet May, Alan Kurtz

Transition-Age Resources

This publication (191-page PDF) contains a package of evidenced-based transition supports that can be used by educators or instructors with high school students with disabilities who are interested in pursuing STEM-related postsecondary education and careers. The publication contains information and instructional activities related to the following: self-advocacy and self-determination; exploring STEM careers; disability disclosure; the accommodations process in college; identifying assistive technology; mentoring relationships and internships; and using student- and family-centered planning to prepare for college.

Reaching The Next Stephen Hawking: Five Ways To Help Students With Disabilities In Advanced Placement Science Classes, Lori A. Howard, Elizabeth A. Potts, Ed Linz

Special Education Faculty Research

As the federal government encourages all students to attempt advanced math and science courses, more students with disabilities are enrolling in Advanced Placement (AP) science classes. AP science teachers can better serve these students by understanding the various types of disabilities (whether physical, learning, emotional, or behavioral), associated legal issues, and ways to adapt instruction to improve learning by all students in the class. This article offers examples of adjustments you may need to use in your class.

Dissect: A Framework For Effective Inclusive Instruction In Science, Jenny Sue Flannagan, Lucinda S. Spaulding

Lucinda S. Spaulding

In this presentation we present a framework for effective inclusive education in science.

The Role Of Inspiration In Scientific Scholarship And Discovery: Views Of Theistic Scientists, Kari Ann O'Grady

Theses and Dissertations

This qualitative research study examined the ways those who identify themselves as theistic scientists and scholars experience inspiration, as defined as divine guidance or influence, in their scientific scholarship and discovery. It also explored participants' beliefs about how scientists and scholars can seek and prepare to receive inspiration in their work. Open-ended surveys of 450 participants from the behavioral and natural sciences and from a variety of religious backgrounds were analyzed for content themes in the areas of experiences with inspiration, preparing to receive inspiration, and further thoughts on inspiration in science. The themes extracted indicated that these scientists and …