Reports have called upon our nation's schools to make science literacy a reality for all students, including those with disabilities. Although educators, parents, and administrators have recognized the importance of science education for students with disabilities, recent research has indicated that many of them receive very little instruction in science—or none. When teachers employ instructional adaptations based on effective practices, students with disabilities can learn and master science content in the general education curriculum. This article provides educators with guidelines for enhancing their science instruction for students with disabilities by adapting, implementing, and assessing the effectiveness of an activities-based approach.
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