Meeting the Needs of Students with Disabilities in a STEM School

Autor/in	Bargerhuff, Mary Ellen
Titel	Meeting the Needs of Students with Disabilities in a STEM School
Quelle	In: American Secondary Education, 41 (2013) 3, S.3-20 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	STEM Education; Disabilities; Student Needs; Semi Structured Interviews; Observation; Comparative Analysis; Pervasive Developmental Disorders; Autism; Learning Disabilities; Asperger Syndrome; Grade 9; Teacher Attitudes; Chinese; Second Language Instruction; School Culture; Student Diversity; Cooperative Learning; Special Education; Student Characteristics; Teacher Collaboration; Interdisciplinary Approach; Case Studies; Qualitative Research + Suchen Sie Ihr Suchwort? STEM; Handicap; Behinderung; Beobachtung; Autismus; Learning handicap; Lernbehinderung; Asperger-Syndrom; School year 09; 9. Schuljahr; Schuljahr 09; Lehrerverhalten; China; Chinesen; Fremdsprachenunterricht; Schulkultur; Schulleben; Kooperatives Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerkooperation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Case study; Fallstudie; Case Study; Qualitative Forschung
Abstract	This single site case study examines the ways a particular STEM school in its first year of operation meets the unique needs of freshmen students with disabilities (SWD). Specific research questions address primary supports and challenges to the learning of SWD, and the working relationship among general and special educators and administrators. A constant comparison analysis of data (extended observations, semi-structured interviews, and document review) resulted in three categories: ownership, challenge, and flexibility. Additional reflection revealed an overarching theme of "Practice what you preach." Faculty and staff in this STEM school take ownership of all students and maintain high expectations. They use inquiry, project-based learning with real-life applications, and cooperative group learning to teach a rigorous curriculum that includes engineering, physics, and Chinese in addition to more traditional freshman courses. The teachers also employ technology and collaborative problem solving to build on the strengths of students while differentiating, accommodating, and sometimes, modifying lessons to meet all students' unique learning needs. (Contains 1 table.) (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10