The purpose of this study was to determine if students with special needs participating in an inclusive classroom can learn the skills related to a STEM career as compared to the general student population. The study involved seventh grade students from two rural middle schools in north central Texas and was framed through a constructivist lens using a quasi-experimental design with a convenience sample. The Solenoid Invention Kit Assessment and the STEM Semantics Survey used in this study were used from a previously large existing dataset from a grant funded by the National Science Foundation for Innovative Technology Experiences for Students and Teachers. Findings suggested that there were no significant differences between the general student population and students with special needs. However, STEM coursework in an inclusive classroom may impact students' decision to pursue STEM careers.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1538641 |
| Date | 08 1900 |
| Creators | Briones, San Juanita G |
| Contributors | Tyler-Wood, Tandra, Ennis-Cole, Demetria, Dunn, Lemoyne |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 91 pages, Text |
| Rights | Use restricted to UNT Community, Briones, San Juanita G, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.0016 seconds