Abstract
The purpose of this study was to develop a STEM curriculum integrated with educational robotics and the concept of self-determination and examine its effectiveness on promoting the science knowledge, basic math skills, robotics, literacy, and self-determination of junior high school students with disabilities. Research has showed that compared to their normally developing peers, students with disabilities have limited opportunities to learn science and technology. Consequently, they demonstrate a significant lower level of scientific and technological knowledge. Therefore, it is important to teach students with disabilities the STEM knowledge. Furthermore, according to the 12-Year Basic Education Curricula in Taiwan, students with disabilities are also expected to develop knowledge and skills related to science, technology, engineering, and math. A total of 60 students with specific learning disability, intellectual disability, emotional and behavioral disorder, and autism will be recruited from junior high schools in Taiwan using the purposive sampling method. Participants will be assigned to a control group (n = 30) and an intervention group (n = 30) which will receive a 9-month STEM Curriculum instruction. Teachers (N = 30) and parents (N = 30) of students in the intervention group also participate in the study to evaluate their students'/children’s progress. The data collection is still ongoing and will be completed in June 2020. Data collected will be analyzed using descriptive statistics, analysis of covariance and repeated-measures analysis of variance. Findings of the study are expected to provide special education teachers with expertise regarding the implementation of STEM education for students with disabilities.
Author Information
Pen-Chiang Chao, Chung Yuan Christian University, Taiwan
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