Award Date

12-15-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Early Childhood, Multilingual, and Special Education

First Committee Member

Joseph Morgan

Second Committee Member

Amanda Kyle Higgins

Third Committee Member

Heather Van Ness

Fourth Committee Member

Kendall Hartley

Number of Pages

156

Abstract

Students with disabilities remain significantly underrepresented in STEM careers, comprising only 3% of the STEM workforce. Limited research exists on effective interventions to increase STEM career interest among secondary students with disabilities, particularly those in self-contained settings. The purpose of this quantitative exploratory study was to examine the effectiveness of modified CoolThink@JC lessons using SCRATCH in enhancing STEM career aspirations among students with disabilities in a self-contained cross-categorical classroom. The study employed a pre-post design with 28 secondary students with disabilities who participated in eight modified coding lessons delivered over four weeks. Evidence-based modifications included vocabulary frontloading, explicit instruction, and extended time. Data collected through the STEM Career Interest Survey administered pre- and post-intervention, a multiple-meaning vocabulary assessment, curriculum-based coding projects with documented support requirements, and a social validity survey. Results revealed a statistically significant increase in STEM career interest from pre-intervention (M = 37.82) to post-intervention (M = 40.89, p = .029). Additionally, a significant correlation emerged between vocabulary understanding and independent project completion (rₛ = -.402, p = .034), with 69.3% of students completing projects independently. Students demonstrated foundational vocabulary understanding but did not achieve the 80% mastery threshold. Social validity was high, with 82.1% of students expressing enjoyment and 89.3% reporting increased confidence in coding abilities. The findings demonstrate that systematic coding instruction delivered through evidence-based practices can increase STEM career aspirations among secondary students with disabilities, contributing to the limited research base on STEM education for this underserved population.

Keywords

Block-based coding; Explicit instruction; Self-contained classroom; STEM career interest; Students with disabilities; vocabulary instruction

Disciplines

Education | Special Education and Teaching | Teacher Education and Professional Development

File Format

PDF

File Size

3100 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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Available for download on Friday, December 15, 2028


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