Abstract
Despite advances in inclusion and access to the general curriculum for students with disabilities at large, students with extensive support needs (ESN) continue to receive instruction that is disconnected from the general curriculum and general education peers. One area of the general curriculum that students with ESN have historically lacked access to is science. However, ongoing research in this area has identified several evidence-based and promising practices that support the science learning of students with ESN. This project used a convergent mixed-methods single-case research design, specifically a single case adapted alternating treatments design paired with qualitative methods, to explore how an intervention to support comprehension of science content supported student learning and engagement for four middle school students with ESN. Implications of the study findings, as well as the value added from the mixed-methods approach, will be discussed.
Published Version
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