The Effects of TEAMS Three-Pronged Model for Supporting High School Twice-Exceptional Students

• In Event: 21.062 - MTCC Roundtable Session Six
  In Roundtable Session: 21.062-14 - STEM for All: Providing Quality STEM Education to Students With Disabilities

Abstract

This experimental study examined the effects of TEAMS 3-Progned Model, which provides academic enrichment in science (80 hours), mentoring on disability issues and STEM interest building (10 hours), and college transition support (10 hours), on the attitudes toward school, attitudes toward science, science achievement, and preparedness to enroll in a postsecondary STEM program of 190 high school twice-exceptional students from 20 high schools. The study found that twice-exceptional students, identified by a non-conventional way, significantly improved their attitudes toward school and science and science achievement through the TEAMS intervention. They also showed improvement in a few important success indicators for postsecondary STEM education of students with disabilities such as their knowledge of STEM internship, assistive technology, and accommodations.

Authors

• Hye Jin Park, University of Hawaii

• Kiriko Takahashi, University of Hawaii