Date of Award
Fall 12-19-2024
Document Type
Project Abstract (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Marci Glessner
Keywords
Inclusion, Disabilities, Special Education
Abstract
The overall goal of this capstone project was to develop and subsequently implement a curriculum for high school students interested in learning about individuals with disabilities. The project, calledUnderstanding Disabilities: Developing an Inclusive High School Curriculum with Peer Interaction, wasdesigned for students eager to learn about disabilities and for those looking to pursue a career in education or another field that works with individuals with disabilities.
As documented in numerous articles, the field of education can pose its own challenges, some of which may lead to the current shortage of special education teachers in most states (Bruno, Lam, & Nguyen, 2024 and Carver-Thomas, Darling-Hammond, & Sutcher, 2019). Additionally, there is a lack of disability awareness and understanding. Szumksi, Smogorzewska, and Grygiel, 2020 share, “One of thebarriers to increase access for students with disabilities to mainstream schools are the negative attitudes of typically developing peers.” (pg. 2) All these factors highlight there is an essential need to educate individuals on positive peer relationships and dispel misconceptions that are associated with students who have disabilities.
Tometten et al. (2021) suggest that to provide a positive learning environment for all students, teachers need knowledge of special educational needs and that future teachers should gain this knowledge during preservice teacher education programs. However, why can’t this learning happen even earlier? This writer argues that by providing high school students with information and experiences surrounding disability prior to them making a career choice, the students themselves can be better prepared to make such a life choice – benefiting everyone.
Throughout the web-based, elective course, high school students will learn about the history of special education and the intent behind the Individuals with Disabilities Act (IDEA), the 13 disability categories and their characteristics, the importance of providing accommodations and modifications as needed for students with disabilities, and the roles associated with service providers inside and outside of the school. Additionally, they will interact with individuals from varying grade levels who are provided with special education services under one of the 13 categories of disability. Through the development of this curriculum, high school students will be provided insight into disabilities, an awareness of challenges and positive aspects of disability and be better prepared for inclusive teaching practices.
The capstone project itself consists of a Literature Review and Project related to a topic of choice pertaining to an area in Special Education, in which I created a Curriculum for High School aged students with weeks' worth of lessons in Google classroom.
Recommended Citation
Weiss, Mariah, "Understanding Disabilities: Developing an Inclusive High School Curriculum with Peer Interaction" (2024). Dissertations, Theses, and Projects. 982.
https://red.mnstate.edu/thesis/982