Barriers and best practices: teaching students with learning and cognitive disabilities in the general education science classroom

dc.contributor.advisorChairperson, Graduate Committee: C. John Gravesen
dc.contributor.authorRoll, Kari Elizabeth Hovdenen
dc.date.accessioned2024-10-31T13:50:22Z
dc.date.issued2023en
dc.description.abstractInclusive 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.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/18159
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.rights.holderCopyright 2023 by Kari Elizabeth Hovden Rollen
dc.subject.lcshPhysical sciencesen
dc.subject.lcshHigh school studentsen
dc.subject.lcshLearning disabilitiesen
dc.subject.lcshInclusive educationen
dc.subject.lcshEducational equalizationen
dc.titleBarriers and best practices: teaching students with learning and cognitive disabilities in the general education science classroomen
dc.typeProfessional Paperen
mus.data.thumbpage30en
thesis.degree.committeemembersMembers, Graduate Committee: Jessica Anderson; Robyn Kleinen
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage57en

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