Bowman-PerrottL., GreenwoodC. R., & TapiaY. (2007). The efficacy of CWPT used in secondary alternative school classrooms with small teacher/pupil ratios and students with emotional and behavioral disorders.Education and Treatment of Children, 30, 65–87.
2.
BrighamR., & BrighamM. (2001). Mnemonic instruction.Current Practice Alerts, 5, 1–4. Retrieved from http://TeachingLD.org/alerts
3.
BrighamF. J., ScruggsT. E., & MastropieriM. A. (2011). Science education and students with learning disabilities.Learning Disabilities Research & Practice, 26(4), 223–232.
4.
CavanaughR. A., HewardW. L., & DonelsonF. (1996). Effects of response cards during lesson closure on the academic performance of secondary.Journal of Applied Behavior Analysis, 29, 403–406.
5.
King-SearsM., MercerC. D., & SindelarP. T. (1992). Toward independence with keyword mnemonics: A strategy for science vocabulary instruction.Remedial and Special Education, 13, 22–33.
6.
KlahrD., & LiJ. (2005). Cognitive research and elementary science instruction: From the laboratory, to the classroom, and back.Journal of Science Education and Technology, 14, 217–238.
7.
LaneK. L. (2004). Academic instruction and tutoring interventions for students with emotional/behavioral disorders: 1990 to present. In RutherfordR. B., QuinnM. M., & MathurS. R. (Eds.), Handbook of research in emotional and behavioral disorders (pp. 462–486). New York, NY: Guilford.
8.
Martin-HansenL. (2002). Defining inquiry: Exploring the many types of inquiry in the science classroom.Science Teacher, 69(2), 34–37.
9.
MastropieriM. A., EmerickK., & ScruggsT. E. (1988). Mnemonic instruction of science concepts.Behavioral Disorders, 14, 48–56.
10.
MastropieriM. A., & ScruggsT. E. (1998). Enhancing school success with mnemonic strategies.Intervention in School and Clinic, 33(4), 201–208.
11.
MastropieriM. A., ScruggsT. E., & BerkeleyS. L. (2007). Peers helping peers.Educational Leadership, 64(5), 54–58.
12.
MastropieriM. A., ScruggsT. E., NorlandJ. J., BerkeleyS., McDuffieK., TornquistE. H., & ConnorsN. (2006). Differentiated curriculum enhancement in inclusive middle school science: Effects on classroom and high-stakes tests.Journal of Special Education, 40, 130–137.
13.
MoonN. W., ToddR. L., MortonD. L., & IveyE. (2012). Accommodating students with disabilities in science, technology, engineering, and mathematics (STEM). Atlanta, GA: Center for Assistive Technology and Environmental Access, Georgia Institute of Technology.
14.
National Center for Education Statistics. (2012). The nation's report card: Science 2011 (NCES 2012-465). Washington, DC: Institute of Education Sciences, U.S. Department of Education.
15.
National Research Council (NRC). (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas.Washington, DC: The National Academies Press.
National Science Foundation (NSF), National Center for Science and Engineering Statistics. (2013). Women, minorities, and persons with disabilities in science and engineering: 2013. (Special Report, NSF 13-304). Arlington, VA: National Science Foundation. Retrieved from https://www.nsf.gov/statistics/wmpd/2013/pdf/nsf13304_digest.pdf
18.
NGSS Lead States. (2013). Next generation science standards: For states, by states.Washington, DC: The National Academies Press.
19.
ParmarR. S., DelucaD. B., & JanczakT. M. (1994). Investigations into the relationship between science and language abilities of students with mild disabilities.Remedial and Special Education, 15, 117–126.
20.
RizzoK. L., & TaylorJ. C. (2016). Effects of inquiry-based instruction on science achievement for students with disabilities: An analysis of the literature.Journal of Science Education for Students with Disabilities, 19(1):2, 1–17.
21.
ScruggsT. E., & MastropieriM. A. (2000). The effectiveness of mnemonic instruction for students with learning and behavior problems: An update and research synthesis.Journal of Behavioral Education, 10, 163–173. doi:10.1023/A:1016640214368
22.
ScruggsT. E., MastropieriM. A., & SullivanG. S. (1994). Promoting relational thinking: Elaborative interrogation for students with mild disabilities.Exceptional Children, 60, 450–457.
23.
TherrienW. J., TaylorJ. C., WattS., & KaldenbergE. (2014). Science instruction for students with emotional and behavioral disorders.Remedial and Special Education, 35(1), 1–13.
24.
U.S. Bureau of Labor Statistics, Division of Occupational Employment Statistics. (2014). Occupational employment statistics: Highest and lowest paying STEM occupations. Retrieved from: http://www.bls.gov/oes/2014/may/stem_pay.htm
25.
VaughnS., LevyS., ColemanM., & BosC. S. (2002). Reading instruction for students with LD and EBD: A synthesis of observation studies.Journal of Special Education, 36, 2–13.
26.
VilorioD. (2014). STEM 101: Intro to tomorrow's jobs.Occupational Outlook Quarterly, 58(1), 2–12.