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An Examination of Inclusion Science Classrooms and Strategies to Increase Equitable Science Education of Students With Disabilities.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Examination of Inclusion Science Classrooms and Strategies to Increase Equitable Science Education of Students With Disabilities./
Author:	McGeehan, Macie.
Description:	1 online resource (183 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382734026

An Examination of Inclusion Science Classrooms and Strategies to Increase Equitable Science Education of Students With Disabilities.
McGeehan, Macie.

An Examination of Inclusion Science Classrooms and Strategies to Increase Equitable Science Education of Students With Disabilities. - 1 online resource (183 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--University of Massachusetts Lowell, 2024.

Includes bibliographical references

The problem of practice explored in this work was the equitable education of students with disabilities (SWD) in high school science classrooms. This problem was first identified at Hartland High School in New Jersey, where through informal interviews science teachers reported being unprepared to teach SWD. This problem was then investigated through a needs assessment at Lighthouse High School in New Jersey, where science and special education teachers reported little training to coteach or work with SWD in science. Lastly, this problem was studied through an intervention at Pinecone High School in New Jersey, which set out to explore the use of the universal design for learning (UDL) as a strategy to better serve SWD in science. The causal factors identified for this problem included teacher preparation, teacher certification, inclusive teaching methods, and assumptions and biases of teachers. The intervention conducted at Pinecone High School served to investigate usage of the UDL by science teachers. This mixed methods intervention was aimed to increase science teacher frequency of UDL strategies by at least two strategies per week. Pre- and postsurveys were utilized, along with focus group interviews, artifacts from teachers, and weekly session notes. Participating teachers (n = 6) increased their usage of UDL strategies. The following themes were found: utilization of the UDL improves student work and endurance; recognition of student abilities shifts teacher mindsets; and structured professional learning community (PLC) time leads to better teacher collaboration.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382734026Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Students with disabilitiesIndex Terms--Genre/Form:

554714
Electronic books.

An Examination of Inclusion Science Classrooms and Strategies to Increase Equitable Science Education of Students With Disabilities.
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