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Dissertation/Thesis Abstract

Incorporating Science Education for Students with Emotional Disturbances in a Special Education Classroom
by DeVries, Bryan, M.S., California State University, Long Beach, 2018, 86; 10784119
Abstract (Summary)

A project about an adapted unit of instructions in science. A unit on plants is examined from the second-grade Full Option Science System (FOSS). During the course of the project, existing accommodation and modification of the FOSS unit are adjusted and then modified in order to create the necessary accommodations for students with special needs from 3rd to 5th grade special day classes (SDC). The adapted unit of study and a survey were sent to special education teachers with in Norwalk Unified School District for review and validation of the suggested curriculum modifications.

Using the feedback from the adapted unit of study and the responses from the survey the project assessed the unit to determine if it was properly adapted for the targeted students and if those accommodations are useful for the targeted population. The paper ends with recommendations on how to properly adapt science lessons in SDC.

Indexing (document details)
Advisor: Straits, William
Commitee: Gomez-Zwiep, Susan, Martin-Hansen, Lisa
School: California State University, Long Beach
Department: Science Education
School Location: United States -- California
Source: MAI 57/06M(E), Masters Abstracts International
Subjects: Science education
Keywords: Emotionally disturbed, FOSS, Science, Special education
Publication Number: 10784119
ISBN: 978-0-438-02432-8
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