Development of Engineering Habits of Mind for Students with Intellectual Disability

Autor/inn/en	Jimenez, Bree A.; Croft, Gemma; Twine, Jennifer; Gorey, Jacqueline
Titel	Development of Engineering Habits of Mind for Students with Intellectual Disability
Quelle	In: Journal of Special Education, 55 (2021) 3, S.174-185 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jimenez, Bree A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669211009960
Schlagwörter	Cognitive Processes; Problem Solving; Intellectual Disability; Students with Disabilities; Engineering Education; Autism; Pervasive Developmental Disorders; Persistence; Program Effectiveness; Science Instruction; Elementary School Students; Elementary School Science; Teaching Methods; Foreign Countries; Grade 3; Grade 4; Grade 5; Grade 6; Intervention; Australia + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Problemlösen; Intellect; Disability; Disabilities; Verstand; Behinderung; Student; Students; Schüler; Schülerin; Studentin; Ingenieurausbildung; Autismus; Ausdauer; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Australien
Abstract	The "Next Generation Science Standards" framework outlines scientific and engineering practices as a key element of student development. Educators are just beginning to discover effective and meaningful ways to teach science content to students with intellectual disability; however, the literature on teaching science practices is still limited and engineering practices nonexistent. This study utilized a quasi-experimental group design to investigate the impact of universally designed engineering curriculum on 43 students with intellectual disability and autism display of engineering habits of mind (e.g., persist and learn from failure) during ongoing "Engineering is Elementary" design challenges. A statistically significant difference between the control and treatment groups was found. Findings suggest engineering instruction may support student development of problem-solving skills. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01