Abstract: This project first identified general education middle and high school science and Math teachers to investigate their training in the use of technology for inclusion in general education classrooms with Students with Disabilities (SWD). This study investigated rural teachers’ instructional practices, inclusive classroom management, skills, knowledge and competencies in the use of technology in STEM inclusive classrooms for science and mathematics. The purpose of the study was to identify STEM teachers’ training needs by examining instructional practices for inclusive classrooms. To also investigate technology integration methods and tools used for science and math in STEM inclusive classrooms in rural schools, and thereafter take the research-based strategies to other rural school teachers nationwide. .
Design of support outreach for teachers that are tasked to create and implement technology integration in the curricula to include inclusive technology for SWD in curricula.
Design training for rural STEM teachers in inclusive instructional practices of middle and high school science in identified schools and districts.
To investigate technology integration methods and tools used for science and math in STEM inclusive classrooms in rural schools, and thereafter take the research-based strategies to other rural schools.
The paper focuses on rural STEM teachers' inclusive classroom practices. SWD (minor disabilities) are supposed to learn in the general classrooms with their peers. However, there has been a question of how prepared general education teachers, STEM teachers included. This study was designed to bridge the knowledge gap that is found between STEM rural teachers and inclusivity for SWD using the integration of appropriate technology that enhance teaching and learning.
There is no prerequisite to participate in the training and to be specific, all teachers will need the training.
PhD in Learning Systems Design and Technology
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