Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Experiences of a Student with Learning Disability in Science: Supporting Students to Enhance Learning

  • Allison L. McGrath (Author) Otterbein University image/svg+xml
    Allison McGrath is an assistant professor of special education at Otterbein University. A former special education teacher of 13 years, Dr. McGrath teaches graduate and undergraduate courses in special education. Her areas of research include students with learning disabilities, science education, and inclusion.
  • Marie Tejero Hughes (Author) University of Illinois at Chicago image/svg+xml
    Marie Tejero Hughes is a professor of special education at the University of Illinois at Chicago. Dr. Tejero Hughes primarily teaches graduate courses in literacy designed for general and special education teachers working in urban communities. Her areas of expertise include learning disabilities, comprehension instruction for students struggling with reading, and Latino family engagement in education.
DOI
https://doi.org/10.64546/jaasep.452
Abstract
Most students with disabilities in the United States receive science instruction in general education classrooms; however, little is known about the academic success for students with learning disabilities (LD) in these classes. This case study takes place in an inclusive science classroom that used an inquiry approach to learning science and reports on the experience from the perspective a 6th grade student with LD. Data was collected over the course of a science unit and data sources included student and teacher interviews, observations, and student portfolio documents. Results indicated that the student acquired science content and process knowledge but struggled to demonstrate the knowledge gained. Implications for classroom practices to support students with LD include that science teachers must utilize an array of performance measures to accurately assess students’ science knowledge and utilize supports, including peer supports, in inclusive science classrooms to further engage students in science inquiry-based instruction.
Keywords
Ecology, Grade 6, Inclusion, Inquiry, Knowledge Level, Learner Engagement
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How to Cite
McGrath, A. L., & Tejero Hughes, M. (2021). Experiences of a Student with Learning Disability in Science: Supporting Students to Enhance Learning. Journal of the American Academy of Special Education Professionals, 16(1), 133-149. https://doi.org/10.64546/jaasep.452

Winter 2021

Article Information

  • Article Type Articles
  • Submitted January 12, 2021
  • Published February 15, 2021
  • Issue Winter 2021
  • Section Articles
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