Theses and Dissertations at Montana State University (MSU)
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Item Barriers and best practices: teaching students with learning and cognitive disabilities in the general education science classroom(Montana State University - Bozeman, College of Letters & Science, 2023) Roll, Kari Elizabeth Hovden; Chairperson, Graduate Committee: C. John GravesInclusive education, where students with and without disabilities learn together in one space, has been a hallmark of U.S. education for several decades. Yet, students with disabilities are not achieving at the same level as their peers and teachers report feeling ill-equipped to teach a variety of learners. The purpose of this study was to determine the current best practices for teaching science to students with learning and cognitive disabilities in the general education science classroom, and to understand what is preventing teachers from meeting the learning needs of these students. First, surveys were collected from students and teachers addressing what strategies each group felt helped students with disabilities learn. Then, individual students and teachers were interviewed to gather a deeper understanding of what methods helped learning and discussed what they felt prevented teachers from helping their students with learning disabilities. From the data gathered, it became clear that individualized and small group focused strategies were seen as the most successful by staff and students. While barriers preventing teachers from meeting the needs of their disabled students mainly stemmed from issues outside of the teacher's control: (i.e., class sizes, testing requirements, mental health concerns, and curriculum rigidity), to make education equitable for our students with learning disabilities, professionals beyond the classroom need to make accessible science education a priority.Item The implementation of inclusionary practicies using a design-based school improvement approach(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Cox, Anne Penn; Chairperson, Graduate Committee: Tena VerslandThe purpose of this study was to explore what the design-based school improvement processes are that a school team engaged in to support the effective implementation of inclusive practices within the specific context of their school. Additionally, the researcher was interested in exploring what the perceptions of educators are about how a design-based school improvement effort supports the implementation of inclusionary practices for students with disabilities. Also, the researcher attempted to qualify how educators describe the changes in teaching practice and beliefs about inclusionary practices occurring at both the classroom and building level. And, lastly, this case study hoped to be able to garner how educators describe their roles and responsibilities as they relate to the implementation as well as what contributions they make to the design-based school improvement process. A single case study design was used, and there were six participants total including one curriculum director, one building principal, one instructional coach, one Title 1 teacher, and two special educators. All six participants participated in a one-on-one interview with the researcher as well as a focus group consisting of all six participants. Data on the implementation process focused around the research question and supporting questions was gathered and analyzed. There were a total of six findings which related to the design-based process used to implement inclusionary practices within the context of this Montana intermediate level school. These findings within this specific qualitative case study were: a) the identified problem of practice required a revision b) a mindset-shift was necessary for the organization c) the design process was iterative and based on the contextual needs of the organization d) time for listening and collaboration was necessary e) equity-based reforms can feel uncomfortable and vulnerability is key and f) financial resources played a role in this implementation process. In conclusion, this research might be able to support future schools in their attempts to implement various equity- based reforms including but not limited to the implementation of inclusionary practices for students with disabilities.