Does Active Engagement in Science Increase Time on Task for Students with Severe Disabilities

There has been limited research related to active engagement in science for students with disabilities, especially with STEM design challenges. Often, it is challenging to engage students during non-preferred tasks such as lessons, but STEM challenges can be a vehicle to promote engagement and time on task. This study analyzed the relationship between hands-on lessons and the attention on-task for students with disabilities. The teacher used research-driven strategies to engage students in a self-contained class in a design challenge related to a science unit. The curriculum was geared towards helping the students learn functional life skills embedded in the science topics such as hygiene and healthy eating. The results of the study display an upward trend in attention to task for students with disabilities while engaged in a STEM unit. The results also show a downward trend in the level of prompting needed for students to accurately complete each KSB.