Date of Defense

12-10-2025

Date of Graduation

12-2025

Department

Biological Sciences

First Advisor

Megan Kowalske

Second Advisor

Tara Lepore

Abstract

Although education has become more adaptive, inclusive of all students who learn differently including for people with cognitive disabilities, closer examination may reveal that high school science classrooms are still challenging learning spaces. Science is an important part of the school curriculum as it teaches students about engaging in the world around them while also encouraging skills involving evidence, inquiries, and critical thinking. All students are entitled to learn science in their classrooms even if they have a cognitive disability (Apanasionok, et al. 2019). Although there are many complexities to defining disability in the world and in education, this study will use the term cognitive disabilities to mean that they affect a student’s information processing, adaptive behavior, and overall functioning (“What is Intellectual Disability?” 2023). The Michigan Education Department requires proper evaluation of student difficulties in efforts to assess their need for special education support (“Evaluations and Eligibility,” 2025). Support is individualized for students via Individualized Education Programs (IEP) outlining their goals, accommodations, and access needs. However, one might consider the degree to which these plans have been successful in delivering science material, integrating students into the classroom, and establishing positive attitudes and self-efficacy towards science. Therefore, the study explored experiences not measured by current adaptive plans for students with cognitive disabilities in the science high school classroom and focused on their feelings of inclusion and support within their classrooms. In efforts to better understand and improve upon experiences in the science classroom, participants with a cognitive disability who participated in a high school science class and graduated high school and current high school science and special education teachers were interviewed. The narratives were developed of their interviews, and careful reflection provided a broader view of classroom experiences of students with cognitive disabilities in science and the teachers. The study has found that although IEPs may be effective in providing necessary academic support for students with disability, it has not accounted for ways to reduce negative perceptions regarding disability. The study suggests that schools consider increasing support for teachers, who in return may be able to better support students while also decreasing poor perceptions of students with disabilities.

Access Setting

Honors Thesis-Open Access

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