Science teaching interventions to students with intellectual disability or autism spectrum disorder (Master thesis)
The present study attempts to record and evaluate Science teaching interventions to students with Intellectual Disability (ID) or Autism Spectrum Disorder (ASD), in order for them to gain access to academic content. To identify and review these interventions, we conducted a systematic review of the primary research literature, published between 2008 and 2018. Twenty four single case research design studies were identified through determined inclusion criteria, which lead to science vocabulary or basic content comprehension skills. The total number of participants with ID or ASD included was 77 throughout of primary, middle, elementary, secondary or postsecondary education. These articles were coded based on appropriate variables, analyzed and categorized as a descriptive synthesis. Then, a quantity synthesis was approached and the PND effect size was calculated in order to the effectiveness of each intervention be assessed. The study concludes with a discussion, where the contribution of the review and the restrictions for practice are noticed. The necessity for continuous research in natural science teaching to students with ID or ASD is also emphasized.
|Alternative title / Subtitle:||μια συστηματική ανασκόπηση|
a systematic review
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης|
|Subject classification:||Φυσικές επιστήμες -- Μελέτη και διδασκαλία|
|Keywords:||Διδασκαλία,Φυσικές επιστήμες,Νοητική αναπηρία,Διαταραχές αυτιστικού φάσματος,Instruction,Science,Intellectual disability,Autism Spectrum Disorder (ASD)|
|Appears in Collections:||Διατριβές Μεταπτυχιακής Έρευνας (Masters)|
Files in This Item:
|Μ.Ε. ΙΑΤΡΑΚΗ ΓΕΩΡΓΙΑ 2019.pdf||8.67 MB||Adobe PDF||View/Open|
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