Accessibility Commons^™

Access In Teaching Stem Subjects To The Blind, Ashley E. Neybert

Journal of Science Education for Students with Disabilities

There are still many gaps in the literature regarding the difficulties faced by instructors of students who are blind and low vision and who teach Science, Technology, Engineering, and Math (STEM) subjects. We surveyed 26 K-12 STEM teachers about accessible materials they are aware of versus which accessible materials they use in their classrooms, their thoughts on how common challenges identified in the extent literature affect them in their teaching, and their perspective on how much extra time may be required for blind and low vision students (if any) to effectively learn STEM subjects.

Differentiating And Accommodating Ocd And Anxiety In Mathematical Contexts, Madeline F. Gavares

Interdivisional Studies Summer Fellows

Students in mathematics classrooms may experience emotional and cognitive challenges that affect how they engage with coursework and assessments. While math anxiety has been widely documented, less attention has been given to how obsessive-compulsive disorder (OCD), particularly checking behaviors, may influence students’ experiences in math settings. This study explores how students who report math anxiety and those who report OCD symptoms describe their engagement with math tasks and test-taking. Drawing on survey and interview data from students and teachers, this study examines how these experiences are articulated and perceived in academic math contexts, rather than evaluating ability or outcomes. By …

The Role Of Perceived Academic And Peer Support In Mitigating Imposter Syndrome Among Adhd Students, Eden Morley Dr

Journal of Science Education for Students with Disabilities

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education is associated with significant executive functioning deficits and performance inconsistencies. These challenges, alongside heightened rejection sensitivity, may predispose students to the Imposter Phenomenon (IP)—the persistent belief that one’s success is undeserved. While social and academic supports are known to buffer psychological distress, their specific role in mitigating IP within the ADHD student population remains under-researched.

Objectives: This study investigated the severity of IP among undergraduate students with ADHD and examined the protective roles of Perceived Social Support (PSS) and Perceived Academic Support (PAS), while exploring gender as a potential moderator.

Methodology: A cross-sectional …

A Phenomenological Study Of Educators' Perceptions Of The Impact Of The Building Assets, Reducing Risks Program On Foster Youth, Kelly S. Daly

Electronic Theses, Projects, and Dissertations

This phenomenological study explored educators’’ perceptions of how the Building Assets, Reducing Risks (BARR) program supports foster youth during the transition into ninth grade.  Ninth grade is an important year for later school success, but foster youth often experience school changes, disrupted relationships, and other challenges that can make this transition more difficult. Although BARR has shown positive results for ninth-grade students generally, limited research as examined its role in supporting foster youth.

This study focused on educators with experience working with both BARR and foster youth.  Data were collected through interviews and analyzed for shared meaning and themes.  The …

Copyright Information

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their university departmental website, or on their own personal websites.

From The Editors..., Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

The Journal of Science Education for Students with Disabilities is a peer-reviewed, open access, multi-disciplinary online journal with an international focus. We publish articles that reflect the best of research and practice related to inclusive science education, including works submitted by science and special education researchers, teacher educators, and teachers. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management strategies in science education. JSESD adopts the philosophical perspective that all students can achieve in science, and that science benefits from the full participation of all students.

Enhancing Science Accessibility And Engagement For Students With Visual Impairments: A Randomized Trial Of The Talking Labquest In Nigerian Schools, Sariat A. Adelakun Dr

Journal of Science Education for Students with Disabilities

Students with Blindness in Nigeria are often erroneously perceived as incapable of engaging with science at the basic education level, contributing to their low enrolment in science-related careers. Although various techniques and materials have been proposed to support students with blindness in science, many lack empirical validation. This study investigated one such approach by examining the impact of the Talking LabQuest on the interest of Students with blindness in science subjects.

A randomized controlled trial was conducted in inclusive junior secondary schools in Nigeria, involving 20 classrooms over an 18-week period. Twelve classrooms were randomly assigned to the intervention group, …

Multimedia-Based Interventions To Improve Science Learning Outcomes For Deaf Students At Wangsel Institute For The Deaf., Cheten Tshering Mr., Tshering Wangchuk

Journal of Science Education for Students with Disabilities

Efforts have been made to ensure inclusive learning opportunities for all students, including those from diverse backgrounds. One key strategy to enhance children’s learning and academic performance involves the thoughtful selection and application of instructional tools tailored to meet learners' specific needs. This study examines the impact of multimedia-based instruction on science achievement among deaf students at Wangsel Institute for the Deaf in Bhutan. Using a quasi-experimental design, the research compared pretest and post-test results between a control group and an experimental group. Data analysis included descriptive statistics (t-test) and ANCOVA. The findings indicated a statistically significant differences (p = …

Ai In Pk-12 Education: Implications For Teaching And Learning, David Naff, Meleah Ellison, Casey Bailey, Tzu-Wei Wang, Kiana Bradford

MERC Publications

This research and policy review from the Metropolitan Educational Research Consortium (MERC) explores the implications of artificial intelligence (AI) for teaching and learning in public PK-12 education. It is part of a two part series with a companion report focused on AI implications for PK-12 policy. The report explores two questions:

1. How is AI shaping teaching and instructional practice?
2. How is AI shaping student learning and development?

It concludes with a series of key takeaways and recommendations for PK-12 policy and practice.

Using Curated Co-Teaching Tools To Elicit Tacit Experiences Related To Collaboration, Innovation, And Satisfaction Between Co-Teaching Pairs, Lisa Caputo Love

Theses and Dissertations

This is a qualitative, phenomenological study that documents the lived experiences of co-teaching pairs while they engage with a curated co-teaching “toolkit.” The toolkit, which comprises high-leverage practices and related resources, helps to elicit emotions and descriptions of the pairs’ experiences. A mosaic of data was gathered and analyzed for evidence of collaboration and innovation sparked by the toolkit and to assess participants’ perception of feeling valued and satisfied in the co-teaching role. The findings outline that the participants reported that access to the tools and time for their implementation could be helpful, but that more consistency in work pairings …

College Ready Or Not? Exploring Undergraduate Perceptions Of Their High School College Preparation, Charles M. Morgan Iii

Electronic Theses and Dissertations

The purpose of this study was to examine undergraduate students’ perceptions of their high school preparation for college. Rather than relying on institutional measures like test scores or course completion, the study focused on how students themselves described their readiness and the supports they received in high school. By highlighting student voice, the research aimed to reveal strengths and gaps in current approaches to preparing students for higher education.

The study was grounded in Educational Equity Theory (Darling-Hammond, 1997), which emphasizes that fairness in education requires supports tailored to students’ individual needs. A qualitative, phenomenological design was used. Undergraduate participants …

The Effectiveness Of Video Modelling To Teach Asking Permission For People With Intellectual Disabilities In A Primary School, Mana S. Alguefel, Norah S. Aldosiry Dr.

International Journal for Research in Education

The study aims to measure the effectiveness of video modelling in teaching three students with intellectual disabilities in primary school the skill of asking permission. The sample of the study included three female students with mild intellectual disabilities, their ages ranged from 8 to 12 years. A Multiple probe design across participants has been used to verify the effectiveness of video modelling in teaching three female students with intellectual disabilities to ask permission. The study applied in a private primary school in the city of Riyadh. Specifically, the baseline procedures and the intervention and maintenance procedures were applied in one …

Copyright Information

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites.

Holistic Student Discipline: How A Proactive Empathetic Approach To Discipline Combined With Restorative Practices Can Change The Discipline Landscape, Melissa A. Dunworth

Education Dissertations

Student discipline in the United States consists of a myriad of methods, including suspension, corporal punishment, isolation, seclusion, and restraint. Since the onset of COVID-19, students and staff have experienced an increase in trauma which has impacted the social-emotional skills of students and teacher burnout. Post-COVID student discipline requires a different approach to discipline combined with restorative practices, which can alter the discipline landscape. This qualitative case study investigates the impact of proactive empathetic discipline and Restorative Practices on student discipline, executive functioning, and school culture.

Grounded in Social Learning Theory, Self-Regulation Theory, and Respect for Children, this study examines …

Call For Manuscripts, Michele J. Koomen, Thomastine Sarchet-Maher, Jessica Williams

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Michele J. Koomen, Thomastine Sarchet-Maher, Jessica Williams

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Editors, Michele J. Koomen, Thomastine Sarchet-Maher, Jessica Williams

Journal of Science Education for Students with Disabilities

JSESD remains a venue for the dissemination of research and practice related to the education of students with disabilities in the science classroom and laboratory since 1998. Volumes #1 through 11 were published in a print format. Starting with Volume #12, the journal has been published online and Open Access. Having JSESD in the Open Access format maximizes access for readers and authors and allows the journal to remain economically sustainable.

Copyright, Michele J. Koomen, Thomastine Sarchet-Maher, Jessica Williams

Journal of Science Education for Students with Disabilities

No abstract provided.

A Pipeline To Prison Or A Pathway To Promise? The Inequities Fueling The School To Prison Pipeline, Ranishia Lachelle Bailey

Electronic Theses, Projects, and Dissertations

This systematic review proposal would investigate the school-to-prison pipeline and examine the role of pedagogical interventions in mitigating youth involvement in the justice system. By analyzing existing literature, this proposal would study and explore how school system biases, educational frameworks, and systemic factors contribute to the perpetuation of this pipeline, with a specific focus on how educational policies and disciplinary practices impact at-risk youth. The review aims to identify effective interventions that can disrupt this cycle, including restorative justice practices, trauma-informed education, positive behavioral interventions, and culturally responsive teaching. A comprehensive search strategy should be employed across various academic databases, …

Exploring Education Policy And Resources In Virginia Secondary Education, Gabrielle Lyon

Departmental Honors & Graduate Capstone Projects

The study examines the intersection of federal special education policy within Virginia's secondary schools, specifically focusing on teachers’ compliance with the Individuals with Disabilities Education Act (IDEA). The study explores educators' awareness and usage of the Virginia Department of Education's hearing decisions index, which documents IDEA violations and due process decisions. Through analyzing federal education legislation, state implementation practices, and teacher perspectives, this study reveals critical gaps in educator preparation and resource awareness regarding special education policy compliance. The findings suggest that while the IDEA violations are being tracked and documented, there remains a significant disconnect between available resources and …

Breaking Barriers: An Educator's Pursuit To Provide Equity In Student Achievement, Christina L. Korsun

Dissertations

There is a sense of urgency to address the widening achievement gaps among minority students, students with disabilities, and English-language learners. This makes immediate school action necessary to create a more equitable learning environment. Without strategic interventions, including improved teacher retention efforts, stronger student support systems, and effective leadership, these challenges will continue to hinder student success and overall school performance. The purpose of this project is to find solutions for schools to institute to narrow the achievement gap by ensuring all students receive the support needed to succeed. Schools can respond to the learning gap by promoting equitable learning …

Teaching And Normalizing Digital Accessibility For Students In The Chemical Sciences, Stefano C G Biagini

Journal of Science Education for Students with Disabilities

Digital accessibility is the inclusive practice of ensuring that all people can equally access digital information. However, this good practice has yet to be fully embraced by practitioners and educators in the chemical sciences. This article will describe and explain the key requirements of digital accessibility and how they apply to educators in the chemical sciences, with the emphasis on supporting visually impaired students; it will illustrate a case study of training students in adopting digital accessibility good practices in order to enable a culture change of greater inclusivity for the next generation; and finally illustrate low cost laboratory adaptations …

Bridging Language Barriers: How Secondary Teachers Support English Language Learners In The Classroom, Mason Daniel Smith

West Chester University Doctoral Projects

English Language Learners (ELLs) represent a growing student population in U.S. secondary schools, yet many educators feel underprepared to support their unique needs effectively. This mixed-methods study examines how Pennsylvania high school teachers approach the teaching of ELLs, focusing on their self-efficacy, instructional decision-making, and strategies for fostering an inclusive classroom community. Using an exploratory sequential mixed methods design, data was collected through surveys from a limited group of 40 high school educators followed by in-depth interviews with three participants. Findings revealed that while teachers express a strong desire to support ELLs, they often experience uncertainty and frustration due to …

How The Least Restrictive Environment Mandate Is Interpreted By California Special Education Local Plan Agency Directors, Robin Suttle

University of the Pacific Theses and Dissertations

This qualitative case study examines how Special Education Local Plan Agency (SELPA) directors in California interpret and communicate the Least Restrictive Environment (LRE) mandate under the Individuals with Disabilities Education Act (IDEA). The study explores how SELPA directors understand LRE and how this understanding is conveyed to district-level administrators. Data were collected through interviews and document review across selected SELPAs and analyzed thematically using the Boundary Spanning framework. Findings show that SELPA directors view LRE as both a legal obligation and a collaborative, context-dependent process. They act as intermediaries, translating federal and state mandates into locally usable guidance while balancing …

A Qualitative Study Of Iranian Efl Teachers’ Perceptions Of A Digital Diversified Education, Seyed Mohammad Reza Marvasti Zadeh, Azizollah Dabaghi Varnosfadrani Advarnosfadrani, Mohammad Amiryousefi

The Qualitative Report

Because Iran is a country of learners of diverse languages, socio-economic classes, genders, and ages, digital diversified education seems appropriate to address needs in English language education. However, there is a notable gap in research on teachers’ perceptions about this type of education. To fill this gap, this study aimed to investigate the perspectives of Iranian teachers of English as a foreign language (EFL) regarding a diverse digital education. Data were collected via an open-ended survey with 30 EFL teachers, both male and female, who were selected through convenience sampling. Analysis revealed several key themes, including the utilization of diverse …

Consultation Versus Direct Special Education Services And Postschool Outcomes For Individuals With Disabilities As Assessed By Indicator 14 Data, Callie Welch

Electronic Theses and Dissertations

There is abundant research relating to transition supports and services for students with disabilities as they move out of high school into adulthood; however, relatively little is known about the relationship between the type of special education services they received and their postschool outcomes. Guided by the Social Cognitive Career Theory (SCCT) and Tennessee’s Indicator 14 survey, I sought to better understand the relationship between the type of special education services received in high school and student further schooling or employability after graduation. Data were drawn from Indicator 14 surveys from 2021 and 2024 conducted by a rural school district …

Using Improvement Science To Reduce Student Retention In High School Through School-Based Mentoring, Ellen B. Borland

All Dissertations

The disproportionate demographics among retained students must be addressed. School-based mentoring has been recognized as an effective tool for motivating and supporting students at-risk of not graduating on time. This research aimed to explore the impact of a school-based mentoring program on positive student outcomes, specifically academic achievement, among high school students at-risk of not graduating on time. This study followed twenty-three students and mentors throughout the school year, and examined the association between school-based mentoring and grade level retention or promotion. The results were compared to the same group of students and their performance during the previous school year, …

Black Superintendents’ Perceptions On The Effectiveness Of Diversity And Equity Professional Development In New Jersey Schools, Tanisha Hinton

Seton Hall University Dissertations and Theses (ETDs)

Providing an accessible and equitable education for all students has been an ongoing process mandated by the Managing for Equality and Equity initiative to close the achievement and opportunity gaps among students. This qualitative study examined Black superintendents' perspectives about the effectiveness and impact of diversity, equity, and inclusive initiatives in majority White staffed school districts in New Jersey. Furthermore, the study explored the perceptions of Black superintendents across different regions of New Jersey to understand if there were significant differences in how DEI initiative was perceived. Semi-structured interviews were conducted with 8 Black superintendents and the data was analyzed …

Subjective Experiences From The College Remedial Student, Deborah A. Quinones

Theses & Dissertations

The purpose of the study was to write individual narrative stories about the subjective experiences of six students who entered college and had to take at least one remedial course their first semester. A subjective experience refers to the emotional and cognitive impact of the personal account of an experience (Subjective Experience, n.d.). The participants, including the researcher, were students who entered college for the first time without the minimum requirements for college enrollment; therefore, each was considered a remedial college student. The students were required to take remedial courses in math, writing, and /or reading before taking any credit …