Meeting the Needs of Students with Disabilities in a Stem School

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 ge...

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Bibliographic Details
Published inAmerican secondary education Vol. 41; no. 3; pp. 3 - 20
Main Author Bargerhuff, Mary Ellen
Format Journal Article
LanguageEnglish
Published Bowling Green The College of Education, Ashland University 01.07.2013
Ashland University Dwight Schar College of Education
American Secondary Education
Subjects
Achievement tests
Active Learning
Asperger Syndrome
Autism
Case Studies
Chinese
Comparative Analysis
Cooperative Learning
Core curriculum
Disabilities
Educational Environment
Educational Strategies
Educational technology
Grade 9
Instructional design
Interdisciplinary Approach
Learning Disabilities
Mathematics education
Observation
Peers
People with disabilities
Pervasive Developmental Disorders
Qualitative Research
Research Methodology
School Culture
School environment
Schools
Science Curriculum
Science education
Second Language Instruction
Semi Structured Interviews
Special Education
STEM Education
Student Characteristics
Student Diversity
Student Needs
Teacher Attitudes
Teacher Collaboration
Teaching Methods
Technology education
United States (Midwest)
United States > US
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Summary: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.
ISSN:0003-1003
2326-9618