01/31/2024
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Macie McGeehan on “An Examination of Inclusion Science Classrooms and Strategies to Increase Equitable Science Education of Students with Disabilities."

Candidate: Macie McGeehan
Degree: Doctoral - Leadership in Schooling-STEM
Defense Date: Monday, February 16, 2024
Time: Noon
Location: Remote - Zoom link
Thesis/Dissertation Title: An Examination of Inclusion Science Classrooms and Strategies to Increase Equitable Science Education of Students with Disabilities

Dissertation Committee
Dissertation Chair: Phitsamy Uy, Ed.D, Associate Professor of Education, Graduate Coordinator of EdD Program, School of Education, University of Massachusetts Lowell
Committee Member: James Nehring, Ed.D, Professor, School of Education, University of Massachusetts Lowell
Committee Member: Tara Goodhue, Ed.D, Assistant Professor, School of Education, University of Massachusetts Lowell

Abstract

The problem of practice being explored in this work focuses on the equitable education of students with disabilities (SWD) in high school science classrooms. This problem was first identified at Hartland High School in New Jersey, where science teachers reported being unprepared to teach SWD through informal interviews. This problem was then investigated through a needs assessment at Lighthouse High School in New Jersey, where science and special education teachers reported little training to co-teach or work with SWD in science. Lastly, this problem was studied through an intervention at Pinecone High School in New Jersey, which set out to explore the use of Universal Design for Learning (UDL) as a strategy to better serve SWD in science. The causal factors identified for this problem included teacher preparation, teacher certification, inclusive teaching methods, and assumptions and biases of teachers. The intervention conducted at Pinecone High School sought to investigate the usage of UDL by science teachers. This mixed methods intervention aimed to increase science teacher frequency of universal design for learning (UDL) strategies by at least two strategies per week. Pre and post surveys were utilized, along with focus group interviews, artifacts from teachers, and weekly session notes. Participating teachers (n=6) increased their usage of UDL strategies. The following themes were found: utilization of UDL improves student work and endurance; recognition of student abilities shifts teacher mindsets; structured PLC time leads to better teacher collaboration.