Title: Effects of Using a STEM Curriculum on Improving Science Achievement of Students with Mild Intellectual Disabilities
Stream: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
Presentation Type: Virtual Poster Presentation
Authors:
Pen-Chiang Chao, Chung Yuan Christian University, Taiwan
Yu-Chi Chou, Chung Yuan Christian University, Taiwan
Wen-Ling Wang, Chung Yuan Christian University, Taiwan
Yen-Wei Chen, Chung Yuan Christian University, Taiwan
Abstract:
Research has showed that students with intellectual disabilities usually demonstrated significantly lower achievement in science compared to their counterparts without disabilities. Nevertheless, according to the 12-Year Basic Education Curriculum Guidelines proposed by Taiwan’s Ministry of Education in 2014, students with disabilities, including those with intellectual disabilities, are required to develop knowledge and skills associated with science. Given the fact that students with disabilities could benefit from STEM education in which science plays a critical role, we aimed at developing a STEM curriculum and examined its effects on promoting students’ science performance. A group of 15 students with mild intellectual disabilities participated in this study. They received special education services in resource room at a public junior high school located in northern Taiwan. Participants received a 12-week STEM curriculum intervention that was developed in line with the curriculum guidelines in science, technology, and math for 7th-9th graders. Multimedia resources and varied instructional strategies were used to carry out the intervention. Pre-post comparison on a curriculum-based assessment scores was employed to evaluate participants’ progress by using repeated-measures analysis of variance (ANOVA). Findings showed that participants’ post-test scores significantly outperformed their pre-test scores on the curriculum-based assessment. The result was consistent with previous research, indicating that students with intellectual disabilities are able to learn knowledge and skills related to science, technology, engineering, and math if appropriate intervention is provided. We suggested that special education teachers develop STEM curriculum that will help students with intellectual disabilities promote their science content knowledge. Implications were provided.
Conference Comments & Feedback
Place a comment using your LinkedIn profileShare this Presentation
Comments
Powered by WP LinkPress