Bibliographic Details
| Title: |
Science Instruction for Students With Learning Disabilities: A National Survey of Elementary Special Education Teachers. |
| Authors: |
Therrien, William J. (AUTHOR), Wong, Vivian C. (AUTHOR), Chen, Ling (AUTHOR), Taylor, Christina M. (AUTHOR), Chiu, Jennifer L. (AUTHOR), Gonçalves, Bruna (AUTHOR), Liu, Qing (AUTHOR), Cook, Bryan G. (AUTHOR), Doabler, Christian T. (AUTHOR), Swanson, Elizabeth (AUTHOR), Brame, Priscilla B. (AUTHOR), Budin, Shannon G. (AUTHOR), Cho, Eunsoo (AUTHOR), Conoyer, Sarah J. (AUTHOR), Conway, Sheila J. (AUTHOR), Dunn, Michael W. (AUTHOR), Faggella-Luby, Michael (AUTHOR), Gersib, Jenna A. (AUTHOR), Davis, Kimberley M. (AUTHOR), Jimenez, Zaira (AUTHOR) |
| Source: |
Learning Disabilities Research & Practice (Sage Publications Inc.). May2026, Vol. 41 Issue 2, p129-142. 14p. |
| Subjects: |
Learning disabilities, Special education teachers, Teacher education, School children, Elementary education, Science education, Education policy |
| 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. [ABSTRACT FROM AUTHOR] |
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Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Psychology and Behavioral Sciences Collection |
