Students with Disabilities and LEGO© Education
Shirley Disseler, Gabrielle Mirand

This study examines the effects of inquiry-based learning on students with mild or moderate disabilities. After all materials and preliminary procedures were completed, students participated in a series of lessons, along with the completion of a pre-assessment and post-assessment to gather baseline and intervention data. Each lesson utilized inquiry-based learning methods through the use of LEGO© Education EV3 Mindstorms. These activities targeted areas involving force, motion, direction, and distance. The students’ conceptual understandings were measured by an assessment created by the principal investigator. Results indicate a positive increase in content knowledge and disposition toward learning. The intervention process consisted of two weeks, actively using eight days to investigate these concepts. The discussion focuses on the various methods necessary to take in order to make STEM education and active progress more accessible to students with mild or moderate disabilities by making changes in instruction, inclusion, and attitudes.

Full Text: PDF     DOI: 10.15640/jehd.v6n3a5