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Background and Context: The study was conducted in a special education classroom in an elementary school with multilingual Latine students, utilizing a computer science curriculum focused on community-based environmental literacy. Objective: This study explores the experiences of diverse elementary students with disabilities in learning computer programming and identifies instructional strategies that enhance their learning within a culturally sustaining curriculum. Method: An exploratory case study approach was used to examine students’ learning experiences and teachers’ instructional strategies during curriculum implementation. Findings: Students who typically did not engage with peers collaborated effectively, and those with behavioral and performance difficulties exhibited heightened engagement. Instructional strategies included multisensory engagement and connecting environmental and computational concepts to real-life situations. Implications: The result underscore how a culturally sustaining computer science curriculum can empower diverse students, foster inclusivity, and leverage their strengths through effective teaching practices.
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This content will become publicly available on April 28, 2026
Salamander Modeling: Bridging the Gaps in Environmental Science Accessibility
In the realm of science education, ensuring inclusivity and accessibility for all students, especially those with Individualized Education Programs (IEPs), is an imperative goal. IEPs are customized plans designed to support students with diverse learning needs, which can encompass a broad spectrum of disabilities and learning differences (Shaw, 2021). Providing learners with an IEP is an integral part of Special Education, however, there are a host of overarching challenges faced by students with IEPs in science education, especially in environmental science classes. In this thesis, the development and application of clay salamander models are evaluated for their potential to provide access to hands-on environmental science education for special education students. The research focuses on establishing a replicable module that facilitates equitable participation while considering the resource constraints typical in educational settings.
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- Award ID(s):
- 1914798
- PAR ID:
- 10658093
- Editor(s):
- Shanahan, JO
- Publisher / Repository:
- The Undergraduate Review
- Date Published:
- Journal Name:
- The Undergraduate Review
- ISSN:
- 0000-0000
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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