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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorFelchle, Jessica Lynnen
dc.date.accessioned2013-06-25T18:37:02Z
dc.date.available2013-06-25T18:37:02Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1245en
dc.description.abstractToday's inquiry-based science classroom is continually academically challenging. This can be even more of a struggle for students identified with learning disabilities. All students, including those who receive special education services, are required to participate in the regular education science curriculum. In this study specific science strategy interventions were implemented over a six-week treatment period to support students with learning disabilities in the regular science education classroom. The data indicates that with appropriate content interventions, all students participated and engaged in the classroom environment with a greater confidence. In addition to academic engagement, most students saw an increase in their academic achievement in the regular education classroom. In conclusion, the treatment led to an increase in positive attitudes toward the science classroom and in content learning.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshSpecial educationen
dc.subject.lcshMiddle school studentsen
dc.titleThe effects of science strategies support for identified students with learning disabilitiesen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Jessica Lynn Felchleen
thesis.catalog.ckey1969934en
thesis.degree.committeemembersMembers, Graduate Committee: Elisabeth Swanson; Rosemarie S. Dugi; Irene Grimbergen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage127en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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