Supporting Discussion-Based Science Practices for Special Education Students
Open Access
Author:
Baker, Grace
Area of Honors:
Secondary Education
Degree:
Bachelor of Science
Document Type:
Thesis
Thesis Supervisors:
Scott P Mcdonald, Thesis Supervisor Scott P Mcdonald, Thesis Honors Advisor Amy Voss Farris, Faculty Reader
Keywords:
Discussion-based Special Education Secondary Science Practices
Abstract:
Traditionally, special education students have a lower science achievement compared to non-special education students, but special education students have been found to benefit from discussion-based science classrooms (Taylor et al., 2011). This study follows two students who receive special education accommodations and a paraprofessional as they work together on an online plate tectonics unit. The goal of this study is to understand how the students’ sensemaking, progressive discourse and overall science talk changed as they worked individually, with their peers, and with their teachers. Analysis suggests that peer-peer and teacher-peer discussion spark more robust science talk and sensemaking in the special education students’ work than when they are working individually. Specifically, our study suggests that teachers' questioning can support special education students to make connections and build their confidence to participate more fully in whole-class settings. Our study also shows the importance of inclusive and safe environments for special education students to succeed.
