Science and Social Studies for Students With Disabilities

Abstract

Science and social studies have much to offer to all learners-including those with disabilities. However, instruction in these subjects has often been overlooked in the quest to better understand and improve leaning in English/language arts and mathematics. As we demonstrate in this paper; science and social studies help students attain skills, information, and dispositions that are important for success in school and everyday life. Furthermore, these subjects offer opportunities for students to learn and apply literacy and mathematics skills, engage in authentic problem solving and inquiry, and experience success in the general education classroom. We begin by discussing the nature of learning in science and social studies as well as the interaction of learners with the curriculum. We then review instructional practices for improving the performance of students with disabilities in each of these subject areas. SCIENCE AND SOCIAL STUDIES FOR STUDENTS WITH DISABILITIESOver the years, content area learning, including science and social studies, has received less emphasis in special education literature than basic instruction in the form of literacy and early math skills (Mastropieri et al., in press). Nevertheless, with the increased emphases on inclusion, accountability, and high stakes testing, content area instruction has acquired renewed importance (Lenz, Deshler, & Kissam, 2004). Beyond the obvious advantages to school success, enhanced understanding of human society and the physical universe can be expected to improve the quality of the lives of students with disabilities.In this article, we discuss research in science and social studies education for students with disabilities. Although there are many commonalities in these two bodies of literature, each addresses specific challenges as researchers have attempted to adapt instructional methods and curriculum materials to the characteristics of learners with special needs. Therefore, we first discuss each area separately and then draw conclusions regarding com-

The Effects of Self‐ and Peer‐Monitoring in Social Studies Performance of Students with Learning Disabilities and Low Achieving Students

“…Thus, it is important to teach vocabulary explicitly and systematically, using effective strategies to support students in developing their academic vocabulary (Beach, Sanchez, Flynn, & O'Connor, ). What follows are some examples of effective practices for teaching vocabulary to struggling students suggested by previous studies (Scruggs & Mastropieri, ; Scruggs et al., ). Students acquire academic vocabulary easily when student‐friendly definitions (i.e., using grade‐level‐appropriate vocabulary) are used rather than dictionary definitions (Beck et al., ).…”

“…Previous literature reviews (Scruggs & Mastropieri, ; Scruggs, Mastropieri, & Okolo, ) have identified the following causes of students’ low achievement in social studies. First, the social studies curriculum in elementary schools requires students to acquire both factual and conceptual knowledge (Korean Ministry of Education, ; National Council for the Social Studies [NCSS], ; Scruggs et al., ). However, factual and conceptual learning may be challenging for many students, because facts or concepts concerning social issues and events are often described using academic words in complex sentences (Beck, McKeown, & Kucan, ).…”

“…Students with high incidence disabilities or learning difficulties face challenges in self‐regulation during independent learning (Johnson, Humphrey, Mellard, Woods, & Swanson, ; Kent, Wanzek, Swanson, & Vaughn, ). Therefore, social studies classes using typical instructional methods such as lectures or independent learning (e.g., worksheets) could increase these students’ difficulties and decrease meaningful opportunities to participate in classes (Mastropieri & Scruggs, ; Scruggs et al., ). Unfortunately, teachers reported that lectures and worksheet activities are the most frequently used instructional methods in social studies classes (Bolinger & Warren, ).…”

The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities

“…It is the democratic process that guarantees all students, regardless of abilities, have the opportunities to receive a free and appropriate public education (Curtis, 1991;Ferretti, MacArthur, & Okolo, 2001). Yet, historically, students with SLD have received less history instruction than their peers without disabilities (Ferretti et al, 2001;Hughes & Parker-Katz, 2013;Scruggs, Mastropieri, & Okolo, 2008;Patton, Polloway, & Cronin, 1987;Schenning, Knight, & Spooner, 2013). Further complicating the issue is that o social studies often times receives less attention and priority in education than mathematics, science, or reading (Scruggs et al, 2008).…”

“…Yet, historically, students with SLD have received less history instruction than their peers without disabilities (Ferretti et al, 2001;Hughes & Parker-Katz, 2013;Scruggs, Mastropieri, & Okolo, 2008;Patton, Polloway, & Cronin, 1987;Schenning, Knight, & Spooner, 2013). Further complicating the issue is that o social studies often times receives less attention and priority in education than mathematics, science, or reading (Scruggs et al, 2008). Even when provided with the same history instruction as their peers without disabilities, students with SLD learn less content than their peers without disabilities and show fewer learning gains (Ferretti et al, 2001;Hughes & Parker-Katz, 2013).…”