Date of Award

1-1-2012

Document Type

Research Paper

Superseded Degree Name

Master Of Arts In Special Education

Colleges & School

College Of Education And Leadership

First Advisor

Sister Gabrielle Kowalski, O.S.F.

Library of Congress Subject Heading

Children with disabilities; Language arts; Writing--Study and teaching; Written communication

Abstract

Writing is challenging for many students, especially those with disabilities. Students often lack the skills as well as the motivation. Project-based learning (PBL) is an effective way to engage learners as well as aid in learning. The purpose of this study is to examine the impact of project-based learning on students with disabilities’ writing. The research question was “What is the impact of project-based learning on expository writing in students with disabilities?” The research design was a quantitative, quasi-experimental, one-group study with six urban high school students. These students had either an emotional/behavioral disorder, Asperger’s, other health impairment (OHI) or a learning disability (LD). The independent variable was project-based learning and the dependent variable was the writing rubric scores. Scores were based on a 4-point rubric used to assess their paper written as part of their project. Students’ average writing scores throughout the semesters showed a small positive increase (+0.029, SD 0.197). In addition, the range of scores narrowed during the trimesters. Further research needs to be conducted to understand the relationship between project-based learning and writing skills in students with disabilities.

Rights

On-Campus Access

OCLC Number

819572051

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