Teaching Social Studies to Middle School Students with Learning Problems

Science Instruction for Students with Learning Disabilities: A Meta-Analysis

“…Equally poor performance in science has also been reported for students with special needs including students with learning disabilities (LD) (Anderman, 1998; Grigg, Lauko, & Brockway, 2006; Steele, 2004). In fact, according to the NAEP, fourth, eighth, and 12th grade students with disabilities scored significantly lower than students without disabilities.…”

“…There are several potential reasons why students with LD have difficulty in science. Language disabilities in reading and writing are likely the primary factors that negatively impact a student with LD's science achievement (Parmar, Deluca, & Janczak, 1994; Shepard & Adjogah, 1994; Steele, 2004). Additionally, because science generally involves the use of mathematics, difficulties in this area may also contribute to the limited science achievement for students with LD (Olson & Platt, 2004).…”

“…There are also behavioral issues that may hinder academic success in science. Steele (2004) noted that students with LD have difficulties behaviorally in the specific areas of sustained attention, attitude toward science, and social skills—all of which predict success in the general education setting.…”

“…Traditional general education science instruction can best be described as being textbook and/or lecture driven (Scruggs & Mastropieri, 2007; Steele, 2004). The heavy emphasis on language in instruction is a barrier to learning for many students, including students with LD (Parmar, Duluca, & Janczak, 1994).…”

Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

“…Such courses would no doubt provide both teacher educators and students with insights into different perspectives that may exist between science and special education, while also extending their repertoire of pedagogical approaches. Science teacher educators can also familiarize themselves with readings and professional development opportunities on inclusive practices (Steele, 2005(Steele, , 2007a(Steele, , 2007bStefanich, Gabriele, Rogers, & Erpelding, 2005), resources such as websites on accommodating students with disabilities in science (National Science Teachers Association, 2013), and professional organizations such as the Council for Exceptional Children (CEC) from which they can learn and also refer their students. Finally, the current literature gives us no guidance as to the specifics of OJT learning in relation to inclusive science, nor do we have information as to the sources or accuracy of the information gleaned.…”