Since the passage of the Individuals with Disabilities Education Act (IDEA) in 1997, schools have been committed to working toward inclusion of students with physical, mental, sensory, and emotional challenges in the classroom. Yet even with the best of intentions, barriers to learning science have emerged. These barriers include inadequate equipment, communication difficulties, insufficient numbers of instructional assistants and tools in the classroom, and lack of overall administrative support. In accordance with the National Science Education Standards, NSTA is strongly committed to developing strategies to overcome these barriers to ensure that all students have the benefit of a good science education and can achieve scientific literacy. While NSTA is aware of the importance of these issues for practicing educators with disabilities, the declarations focus on the preK-12 classroom.