Teacher Perspectives on Engaging SPED Students in STEM

Author

Matthew RippleFollow

College

Buchtel College of Arts and Sciences

Date of Last Revision

2024-01-17 07:06:30

Major

Adolescent to Young Adult

Honors Course

10518

Number of Credits

2

Degree Name

Bachelor of Arts in Education

Date of Expected Graduation

Winter 2023

Abstract

The purpose of this research is to learn more about the teacher perception of student engagement during STEM (science, technology, engineering, and math) activities, specifically for students with disabilities. Additionally, this research enhances the understanding of which accommodations teachers perceive to be beneficial for students with disabilities, specifically during STEM curricula with an engineering component. To accomplish this purpose, the results from eight teacher interviews were analyzed qualitatively, being treated as case studies. Each of the teachers currently teach a STEM class incorporates at least one unit with a design challenge. Seven themes from teacher interview data are identified as communication, difficulty with math, working with others, success in project-based classes due to hands on opportunities, the importance of understanding students as individuals, student relationships, and helpful modifications. From these themes, there were three key ideas for the success of students with disabilities in STEM related classes: creating hands on opportunities, knowing students as individuals, and creating helpful teamwork opportunities.

Research Sponsor

Nidaa Makki

First Reader

Karen Plaster

Second Reader

Devon Carter

Honors Faculty Advisor

Nidaa Makki

Proprietary and/or Confidential Information

No

Recommended Citation

Ripple, Matthew, "Teacher Perspectives on Engaging SPED Students in STEM" (2023). Williams Honors College, Honors Research Projects. 1764.
https://ideaexchange.uakron.edu/honors_research_projects/1764