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Strategies for Enhancing the Performance of Students with LD in Inclusive Science Classes

Dennis D. Munk, EdD, is an assistant professor of education at Carthage College. His current interests include grading adaptations, adapted science instruction, and functional assessment of problem behaviors. Address: Dennis D. Munk, Education Department, Carthage College, 2001 Alford Park Drive, Kenosha, WI 53140.

Jana Bruckert

Jana Bruckert, BA, is a special educator in Gurnee, Illinois, where she continues to pursue effective instruction for inclusive elementary classrooms.

Deborah T. Call

Deborah T. Call, BS, is a special educator in inclusive junior high classrooms in Kenosha, Wisconsin.

Traci Stoehrmann

Traci Stoehrmann, BS, is working in inclusive classrooms in the Indian Prairie, Illinois, school district.

Erin Radandt

Erin Radandt, BA, is a special educator in a multi-age inclusive elementary school in Provo, Utah.

Many special educators have identified science instruction as a particularly useful subject for students with disabilities. A recent increase in the discussion concerning science instruction for such students may stem from general educators' receptivity toward having students with disabilities in science classes, due in part to the perception that science instruction involves more experiential learning and less reliance on reading. Despite such favorable perceptions, both general and special educators struggle to develop and deliver effective instruction in inclusive classrooms. The purpose of this article is to present an overview of curricular and instructional adaptations, modifications, and methods that have been used to provide science instruction to students with disabilities. Strategies are described within the context of a textbook-based unit on the solar system.

Intervention in School and Clinic, Vol. 34, No. 2, 73-78 (1998)
DOI: 10.1177/105345129803400202


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