Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta-analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes (ES) were calculated for each study. Across all studies, a mean ES of .78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry-based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additionally, results suggest that mnemonic instruction is highly effective at increasing learning disabled students' acquisition and retention of science facts.

As I reflect on the last eight years of my life, I have a hard time grasping the magnitude of this monumental achievement. I have overcome many obstacles in the pursuit of this doctorate and my life has changed significantly in the process. While aspects of this experience have been painfully difficult, I am extremely grateful for the experiences that have accompanied this undertaking. I'd like to take this opportunity to recognize the family, friends, and mentors who helped me forge ahead in this pursuit, because I certainly could not have done it alone. I am particularly grateful for the love and support of my wife, Hannah, and two children, Helene and Owen. I am so blessed to have them in my life. Hannah, thank you for being able to effectively recognize the appropriate times to challenge me and when to rely solely on your faith in me. I know this hasn't been easy and I thank you for your willingness to persevere. Owen and Helene, thank you for providing the hugs, kisses, giggles and snuggles that helped me to sustain the energy needed to reach this goal.