Abstract
More students with disabilities (SWDs) are being educated in the general education classroom than ever before. This means that SWDs are spending more time in middle school science classrooms. SWDs may struggle to access information from science textbooks and lessons for multiple reasons, including reading difficulties. In this article, the authors review the literature and provide recommendation on how science teachers can implement these strategies into their classrooms. These strategies include vocabulary instruction, comprehension strategies, and graphic organizers.
Additional information
Notes on contributors
Zachary T. Barnes
Zachary T. Barnes, PhD, is an assistant professor of special education at Austin Peay State University.
R. Stacy Fields
R. Stacy Fields, PhD, is an assistant professor of Middle Level education at Middle Tennessee State University.
Susanne Strachota
Susanne Strachota, PhD, is a postdoctoral researcher at Tufts University.
Katherine A. Mangione
Katherine A. Mangione, PhD, is an associate professor of Elementary and Special Education at Middle Tennessee State University.