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ERIC Number: EJ1002162
Record Type: Journal
Publication Date: 2010
Pages: 27
Abstractor: As Provided
Reference Count: 88
ISSN: ISSN-0162-6434
Defining a Technology Research Agenda for Elementary and Secondary Students with Learning and Other High-Incidence Disabilities in Inclusive Science Classrooms
Marino, Matthew T.
Journal of Special Education Technology, v25 n1 p1-27 2010
Increased numbers of elementary and secondary students with learning and other disabilities are participating in inclusive science classrooms. Unfortunately, many of these students struggle to achieve at a level commensurate with their peers. As a result, few students with disabilities pursue advanced scientific coursework or enter science, technology, engineering, and mathematics (STEM) careers. Technology offers promise as a means to promote these students' academic achievement and attitudes toward science. However, there is limited research that utilizes the quality standards identified by Gersten and Edyburn (2007) that examine how this can be accomplished. This article presents a review of literature (N = 71) from 1997-2009 across the often disparate fields of special education, science, and technology using the Universal Design for Learning (Rose, Meyer, & Hitchcock, 2005) and Cognitive Load (Sweller, 1999) theoretical frameworks. It concludes with the identification of key research issues that should be considered when examining how technology can affect the academic achievement and attitudes of students with learning and other disabilities in inclusive science classrooms. (Contains 2 tables.)
Technology and Media Division of the Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A