Using Assistive Technology to Increase Vocabulary Acquisition and Engagement for Students with Learning Disabilities in the High School Science Classroom
Year: 2014
Type: dissertation
Abstract: There is a growing recognition of the importance and effectiveness of instruction in the STEM subjects, including science.The movement towards increased requirements and expectations in science presents a challenge to both students and teachers as many students with Learning Disabilities (LD) often particularly struggle in their science classes.The purpose of this study was to investigate the use of an assistive technology (AT) intervention targeting the acquisition of science vocabulary for adolescents with LD in a general education secondary biology classroom.Participants for this study included 3 secondary students with LD who were enrolled in a biology class.An alternating treatment design was used to compare the effects of a keyword mnemonic vocabulary intervention via index cards or iPod touch on student, vocabulary acquisition, academic engagement and disruptive behavior.All students' acquired the content vocabulary equally well during both conditions.When using the AT, students' engagement increased compared to baseline conditions.It was clear that the students had a strong interest in using AT to increase their grades and engagement, however the teachers had little access and training on using AT to support their students with disabilities.students with LD are typically receiving most of their education in regular classrooms where they should have access to the same curriculum as their general education peers (McGuire, Scott, & Shaw, 2006).Additionally, they may receive special education services in resource rooms away from their general education peers.These circumstances pose specific challenges for both teachers and students.For example, Rea et al. (2002) found that students served in inclusive classrooms earned higher grades, achieved higher or comparable scores on standardized tests, committed no more behavioral infractions, and attended more days of school when compared to students served in pullout programs.A difference in why some students are more successful in some inclusive classrooms may be because some teachers may not have training on how best to accommodate students with various disabilities, implement IEP goals, or lack information on appropriate academic interventions.Turner (2003) reported that most general education teaching programs only offer a single introductory-level special education course and the single course was not likely to provide practices on the appropriate academic and behavior accommodations necessary for students with disabilities in an inclusive setting.Overall, research on teacher preparation for general education teachers has indicated a lack of training on how to best support special education students in the inclusive setting (Jordan et al, 2009;Hardman, 2009). Science Education and Special EducationThe challenge of teaching science to students with disabilities has long been established.Just the same, the challenge for students with disabilities to access science curricula is well documented.Scruggs and Mastropieri (1994) identified a lack of research in science instruction for students with special needs.Cawley et al. (2002), described a school-based project designed to close the gap between research and practice in the design and implementation of science for
Author: Tal Slemrod
Language: English
Subfield: Occupational Therapy
Field: Health Professions
Domain: Health Sciences
Open Access status: green
OpenAlex ID: W2598855690