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ERIC Number: EJ1140167
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: ERIC
ISSN: ISSN-0040-0599
Promising Practices for Supporting Students with Disabilities through Writing in Science
Collins, Lauren W.; Fulton, Lori
TEACHING Exceptional Children, v49 n3 p194-203 Jan-Feb 2017
Students with high-incidence disabilities (SWDs) experience academic challenges in multiple content areas (U.S. Department of Education, 2014). With growing recognition of the importance of science education in preparing students to be well-rounded, global learners in the 21st century, it is crucial that SWDs receive supports for succeeding in a science classroom. Science notebooks enhance students' experiences with inquiry by mirroring the work of scientists and serving as a way for students to record and synthesize their thinking about particular phenomena (Fulton & Campbell, 2014). When paired with evidence-based practices, the use of science notebooks has the potential to offer the leveled support required for SWDs to successfully navigate the scientific process in a guided-inquiry classroom. This article defines science notebooks, explains how they are used to support SWDs, how they can facilitate procedural and conceptual knowledge, and how to use them to support SWDs. Additionally it discusses how to use mnemonics to help teach SWDs science notebook procedures and how to use SRSD [self-regulated strategy development] to teach students to self-monitor their writing and to help them remember the steps of the writing process.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A