Barriers and best practices: teaching students with learning and cognitive disabilities in the general education science classroom

Abstract

Inclusive education, where students with and without disabilities learn together in one space, has been a hallmark of U.S. education for several decades. Yet, students with disabilities are not achieving at the same level as their peers and teachers report feeling ill-equipped to teach a variety of learners. The purpose of this study was to determine the current best practices for teaching science to students with learning and cognitive disabilities in the general education science classroom, and to understand what is preventing teachers from meeting the learning needs of these students. First, surveys were collected from students and teachers addressing what strategies each group felt helped students with disabilities learn. Then, individual students and teachers were interviewed to gather a deeper understanding of what methods helped learning and discussed what they felt prevented teachers from helping their students with learning disabilities. From the data gathered, it became clear that individualized and small group focused strategies were seen as the most successful by staff and students. While barriers preventing teachers from meeting the needs of their disabled students mainly stemmed from issues outside of the teacher's control: (i.e., class sizes, testing requirements, mental health concerns, and curriculum rigidity), to make education equitable for our students with learning disabilities, professionals beyond the classroom need to make accessible science education a priority.