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ERIC Number: EJ758691
Record Type: Journal
Publication Date: 2007-Mar
Pages: 4
Abstractor: ERIC
Reference Count: 9
ISSN: ISSN-0036-8555
Teaching Science to Students with Learning Differences
Steele, Marcee
Science Teacher, v74 n3 p24-27 Mar 2007
Recent legislation, such as the No Child Left Behind and the Individuals with Disabilities Education Act amendments of 1997 and 2004, emphasizes the importance of teaching students with mild disabilities in the general education classroom using the general curriculum. Consequently, students with learning problems take a variety of science courses, including biology, chemistry, and Earth science, that require complex cognitive skills such as problem solving, critical thinking, evaluating, analyzing, and interpreting data. Many of these students, in fact, are in college preparatory courses and tracks. Because of the emphasis on high-level thinking skills, science courses may be particularly challenging for students with learning problems. This article summarizes some common characteristics of students with learning problems who typically take high school science courses and presents modifications for instruction to help these students and their teachers experience success. The strategies described in this article are not complex; however, using modifications when appropriate enhances the experience of students with learning problems in the science classroom, and increases their chances of success. In addition, these ideas could assist students without learning problems who are struggling with complex science content in high school. (Contains 1 figure.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001