“…Strategies for incorporating inclusive practices in established ways of thinking and working in science education, using categories as a scaffold for planning (Brauns and Abels, 2021) Mnemonic Strategies Techniques used to support memory by capitalizing on natural memory processes such as visual imagery, organization, and elaborative encoding, and include strategies ranging from simple acronyms to complex methods for remembering numbers (Putnam, 2015;Lubin and Polloway, 2016) Multimodal Presentations Use of multiple modes of representation, such as graphs, equations, models, tables, and diagrams, to assist students in comprehending and retaining significant scientific concepts (Scruggs et al, 2007;Taylor and Villanueva, 2014) Peer-Assisted Learning Promoting student interaction, collaboration, and support through implementing smaller group scenarios with opportunities for exchange (Jimenez et al, 2012) Scientific Concepts and Language Providing multiple means of representation for the foundational concepts and vocabulary and prioritizing language and vocabulary in the planning and implementation of lessons (Norris and Phillips, 2003;Jitendra et al, 2004;Buxton et al, 2019) Universal Design for Learning (UDL) Framework involving usage of multiple ways to represent information, flexible engagement options, and varied ways for students to demonstrate learning with the aim of increased motivation, participation and accessibility (CAST, 2011, Schreffler et al, 2019 Use of Technology Digital tools as additional or alternative approach to address typical ways of thinking and working in science education being taught separately and increase their inclusion in mainstream classrooms, creating a more equitable learning environment (Pancsofar and Petroff, 2016). With regards to PT education, it is imperative to find ways to integrate such courses in university curricula since collaboration is hardly part of initial teacher education (Allday et al, 2013).…”