Strategies for Enhancing the Performance of Students with LD in Inclusive Science Classes

Abstract

Many special educators have identified science instruction as a particularly useful subject for students with disabilities. A recent increase in the discussion concerning science instruction for such students may stem from general educators' receptivity toward having students with disabilities in science classes, due in part to the perception that science instruction involves more experiential learning and less reliance on reading. Despite such favorable perceptions, both general and special educators struggle to develop and deliver effective instruction in inclusive classrooms. The purpose of this article is to present an overview of curricular and instructional adaptations, modifications, and methods that have been used to provide science instruction to students with disabilities. Strategies are described within the context of a textbook-based unit on the solar system.