Abstract
Elementary students with learning disabilities (LDs) often have limited opportunities to learn science, and little is known about how special educators engage in science instruction. This study drew on a nationally representative survey of elementary special education teachers to describe their roles, preparedness, time allocation, and perceived barriers. Most teachers reported minimal discipline-specific preparation and felt less prepared to teach science than other subjects. Many noted that students with LDs often missed science classes because of pull-out instruction. Common barriers to students receiving science instruction included remediation priorities and accountability pressures in tested subjects. These findings provide a national snapshot of science instruction for elementary students with LDs and point to the need for greater teacher preparation and policy support to ensure access to high-quality science learning for students with LDs.
Get full access to this article
View all access options for this article.
References
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
