Improving Science Outcomes for Learners With Disabilities: The Intersectionality of National, State Standards and Frameworks (Poster 25)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Science Teaching and Learning

Abstract

The BRICK (Building Robust Intervention Specialist Content Knowledge) project supports Ohio intervention specialists (IS) in teaching middle school science and mathematics. The project delivers online asynchronous lessons (modules) that cover state science standards. The project aligns Ohio’s science standards with the Next Generation Science Standards (NGSS) and utilizes inquiry-based learning. Findings show a need for enhanced pedagogical knowledge and the incorporation of Universal Design for Learning (UDL) and High-Leverage Practices (HLP). Additionally, participants valued community of practice (CoP) sessions for their practical benefits. Addressing the performance gap for students with disabilities remains crucial for the project's ongoing success and inclusivity. This study analyzes data from internal and external evaluations to revise current modules and design more accomplished new modules.

Authors

• Tulli Ariyaratne, University of Cincinnati

• Laura M. Sebastian, University of Cincinnati

• Emily Baumgartner, Kent State University

• Jennifer R. Ottley, University of Cincinnati

• Lori A. Foote, University of Cincinnati

• Deb Telfer, University of Cincinnati