First Advisor

Sheldon Loman

Term of Graduation

Spring 2023

Date of Publication


Document Type


Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Special and Counselor Education


Special Education




academic inclusion, extensive support needs, inclusive classrooms, science vocabulary, single-case design, social inclusion



Physical Description

1 online resource (vii, 212 pages)


Inclusive learning opportunities lead to better outcomes for students with extensive support needs (ESN). In the absence of targeted intervention, however, students with ESN are unlikely to interact meaningfully with their peers or the general education curriculum. The literature describes evidence-based strategies in support of the meaningful inclusion of students with ESN in inclusive classrooms, including the use of technology to mediate learning experiences and nondisabled peers as learning "interventionists." This dissertation introduces an intervention package, Technology-Assisted Peer-Mediated Academic Support (TAPMAS), incorporating Technology-Aided Instruction and Intervention (TAII) and Peer-Based Instruction and Intervention (PBII), as a model of how educators may support students with ESN in inclusive middle school science classrooms with equitable social and academic learning opportunities. This study utilized a multiple baseline across participant single case research design to determine whether a functional relationship existed between participation in TAPMAS and an increase in social interactions between four students with ESN and peer partners. Other research questions included whether participation might increase students with ESN's identification of targeted science vocabulary and whether student and educator participants found the intervention acceptable and meaningful. Each student with ESN exhibited immediate and statistically significant increases in the number of observed occurrences of social interactions initiated. The degree participation in TAPMAS increased focus student's identification of targeted science vocabulary was less conclusive, with one student showing improvement and the other three showing no improvement. Results from post-study questionnaires indicated students and teachers found TAPMAS to be acceptable and meaningful.


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