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Including Students with Special Needs Into an Inclusion Science Classroom: Are Students Acquiring Skills for Future STEM Jobs?
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, University of North Texas, United States ; , University of North Texas, Denton Texas, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

The future holds great promise for individuals who are skilled in STEM areas; thus, it is critical to determine if students with special needs participating in inclusion classrooms are gaining the knowledge base and affinity necessary for a STEM career. A STEM-related unit of instruction covering the solenoid was included in the curriculum of one school in order to measure the effect of participating in that instruction on the students’ knowledge and feelings about STEM. Students with special needs did demonstrate a gain in knowledge comparable to general classroom students. Although the number of respondents was too small for analysis, a trend towards positive attitudes for a STEM career was observed.

Citation

Tyler-Wood, T. & Ganama, J. (2019). Including Students with Special Needs Into an Inclusion Science Classroom: Are Students Acquiring Skills for Future STEM Jobs?. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2400-2407). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 29, 2022 from .

© 2019 Association for the Advancement of Computing in Education (AACE)

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