Date of Award
5-2024
Degree Type
Creative Project
Degree Name
Master of Education (MEd)
Department
Special Education and Rehabilitation Counseling
Committee Chair(s)
Sophia D'Agostino
Committee
Sophia D'Agostino
Committee
Kimberly Snow
Committee
Summer Gunn
Abstract
Little research has explored the field of science instruction tailored to students with significant disabilities. However, research studies have begun to emerge that suggest, with specific instructional strategies, these students can be successful in learning science curriculum. This project evaluated literature to find evidence-based instructional strategies for teaching science to students with significant cognitive disabilities. Six strategies were consistently found across multiple studies. The six strategies include (1) time delay, (2) systematic instruction, (3) multiple exemplar training, (4) task analysis, (5) graphic organizers, and (6) guided inquiry-based learning. These strategies were shared with a team of nine special education teachers who provide instruction based on the Essential Elements for their students with significant cognitive disabilities. A collaboration meeting was conducted monthly during Professional Learning Community (PLC) meetings. Ultimately, the objectives of this project were to improve data collection, enhance collaboration, and refine instruction on the relatively new science Essential Elements.
Recommended Citation
Jenkins, Tasha, "Elementary Science Essential Elements Curriculum Map & Progress Monitoring with Evidence-based Teaching Strategies" (2024). All Graduate Reports and Creative Projects, Fall 2023 to Present. 16.
https://digitalcommons.usu.edu/gradreports2023/16
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Science and Mathematics Education Commons, Special Education and Teaching Commons
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Comments
A file is attached with an appendix containing slides presented during collaboration and assessment questions used to gather data for progress monitoring.