期刊名称：Journal of STEM Education: Innovations and Research
印刷版ISSN：1557-5284
电子版ISSN：1557-5284
出版年度：2018
卷号：19
期号：4
语种：English
出版社：Institute of STEM Education and Research
摘要：As integrated STEM education becomes more commonplace, the number of inclusive STEM classrooms containing students with disabilities will continue to rise. This presents many challenges to both STEM education teachers and Special education teachers. Do STEM education and Special education teachers have the appropriate credentials to effectively support the diverse needs of students and curriculum in inclusive STEM education classes? To examine this question, this study utilized a secondary analysis of the 2011- 2012 Schools and Staffing Survey Teacher Questionnaire restricted-use dataset to produce a nationally representative sample to determine how the degrees and state-level certification areas of Special education teachers and STEM education teachers’ reflect potential indicators of preparedness to educate students with disabilities in an inclusive STEM education classroom.
关键词：Special education;STEM education;School and Staffing Survey Teacher Questionnaire;Credentials;Inclusion
