Inclusive science lit with resources k_grillo

Teaching, Planning & Conducting Research for the Inclusive

Secondary Science Student with Learning Disabilities

Kelly J. GrilloUniversity of Central Florida

Overview

Deficiency in Secondary Science

Unused Effective Practices

Language as barrier in Biology

Technology’s Role for the Special

Educator in Lesson Planning

Research Overview

Science ScoresNation’s Report Card: Science 2005

8th grade 29% at proficient level

National Assessment of Educational Progress (NAEP)12th grade mean science scores drop

From 150, in 1996 to 147, in 2005

Literature ReviewStudents with disabilities lack the ability to “keep up” in Biology

courses because of the rigorous language

Yager, 1983; Wandersee, 1985; Groves, 1995, Taraban, Box, Myers, Pollard, & Bowen, 2007

The primary source of knowledge dissemination in science classrooms is the text book, as much as 85% of all districts employ text-based curriculums

Cawley, Foley & Miller, 2003; Brownell & Thomas, 1998

When observing 54 inclusive science lessons, researchers found 72% of the lessons were language-based where students were expected to do some sort of reading and writing as the primary demonstration of science knowledge

Moin, Magiera, and Zigmond, 2009

Literature Review

Students in high school who are struggling readers lack science vocabulary knowledge

Scruggs & Mastropieri, 2007

Many do not gain vocabulary from the wide-reading or independent reading approach often cited as best-practice for vocabulary building

Ebbers & Denton, 2008;

Bryant, Goodwin, Bryant, & Higgins, 2003

Basic vocabulary is largely assumed by science teachers

Miller 2009

Professionally Trained Teachers

1. Monitor data

2. Make Assessment decisions

3. Make Instructional decisions

4. Understand roles

5. Deliver Instruction inclusively

Data Driven

SCRUGGS, MASTROPIERI & MCDUFFIE

(2007)

ONE TEACH

ONE ASSIST

Metasynthesis reveals …Unused practices!!!

Teachers are unsatisfied with the volume of time allotted to planning for co-delivery of curriculum in secondary settings.

Not Enough Time!

Through Technology Mediated Planning & Coaching

Secondary Science Success

Professional Development of

Co-Teachers

Implementation of Effective Practices

Roles within the content can be shaped!!!

Think-Pair-Share

Has technology transformed your learning environment?

What tools are you currently using?

Horizon Report

Major Tech Trends (2010-2015)

(a) means for student empowerment,

(b) technology dramatically impacts work,

(c) innovation is gaining acclaim,

(d) in-time engagement and mentoring online is increasing,

(e) And technology is transforming learning space to include the virtual world.

Analyze

Plan

Collaborate

New Directions with Technology

Create Your Lessons Aligned with Brain Pop

You know the saying there is an app for that…

Let Brain Pop be your app for that

Videos and support materials appear that are already aligned with your standards!!!

Principles of Universal Design

Differentiated Assessment

National Education Technology Plan

“Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.”

NETP, 2010

AN INVESTIGATION OF THE EFFECTS OF USING DIGITAL FLASH CARDS TO INCREASE BIOLOGY VOCABULARY KNOWLEDGE IN HIGH SCHOOL

STUDENTS WITH LEARNING DISABILITIES

Overview

Purpose

Based upon the need for foundational vocabulary development in Biology for students with LD, the purpose of this research study is to examine the effect of a technology-based vocabulary intervention on students’ ability to gain Biology content specific word knowledge.

Research Design

The research methodology used for this study will be a quasi-experimental design with analysis of variance of gain scores for both word learning and Biology course grades

(Cook & Campbell, 1979).

Research Questions

1) Is there a difference in standardized assessment scores between students with LD learning

content Biology terms using a digital flash card program, compared to paper flash cards?

2) Is there a difference in Biology course grades between students with LD learning content

Biology terms after using a digital flash card program, compared to paper flash cards?

Participant Criteria(a) be identified as having LD,

(b) be eligible to receive specialized instruction in language development evident by having an Individual Education Program (IEP) goal in the area of reading development in one or more of the following: phonological awareness, spelling, comprehension or fluency,

(c) be dually enrolled in a 9th grade Biology course,

(d) be assigned to 9th grade for the first time and

(e) have completed parental consent forms to participate in the research study

a

b

c

d

e

Variables

DV-

1) 48 item pretest/posttest exam generated by SkeVa (CBA) key word vocabulary web-based vocabulary assessment developed at Texas A&M

2) Biology Course grades, terms 1-3

IV-

Study Stack, web-based flash card program

Procedures

1. Obtain consent, randomly assign conditions control or experimental, assign non-name ID.

2. Day one all students will take a pre-test.

3. Day two each group will receive training.

4. Using the Biology Word Learning Training Manual, Students will be instructed in all of the intervention procedures including:

(a) folder retrieval protocol,

(b) timer protocol,

(c) flash card engagement protocol,

(d) graphing protocol, and

(e) folder storage protocol.

Study Timeline

Data Collection

Treatment Fidelity

1) LS teacher will complete a daily observation checklist.

2) 8 days out of 30 (25%) will be observed and rated with the Inter-rater form.

Reliability

Suen (1988) defined reliability of research data in two ways

(a) as the “general trustworthiness of obtained data” and

(b) the “mathematical relationship between an observed test score and the test-taker's “true” score on that test”

p.265

Analysis

Analysis of variance of gains scores will be analyzed for both pre-test/post-test and Biology course grades.

Post-hoc analysis of data will be conducted to ensure statistical reliability of reported outcome measures.

Theme analysis will be conducted on Verbatim Transcribed Focus Groups conducted with student participants.

Limitations

Generalizability-

Mortality risk-

Technology as a novelty-

Questions?

More Resources….

Writing Supports

Check out new resources on CAST.org

Good idea to model writing a great science report as a whole class

activity!!!!

Languageenhancements…

Kelly J. Grillo

Languageenhancements…

Kelly J. Grillo

Languageenhancements…