Science in Middle School Inclusive Classrooms: Are Students with Learning Disabilities Succeeding?

More than two-thirds of students with disabilities receive science instruction in general education classrooms (National Center for Education Statistics, 2011). However, little is known about the academic success for students with learning disabilities (LD) in these classrooms. As inquiry-based instruction has become more prominent in science research focusing on student learning is necessary to understand if science instruction is meeting all student needs. Thus, the purpose of this study was to investigate how students with LD acquire science process knowledge when learning new science curriculum (e.g., NGSS) through inquiry-based instruction, while being provided known beneficial educational supports. Furthermore, the study also explores how students with LD in middle school inclusive classrooms engage in the curriculum and the strategies used by teachers and students to facilitate their understanding. This multiple case study research examined how six 6th grade students with LD, from a metropolitan city in the Midwest, acquired science content and process knowledge in science inclusive classrooms. Students and teachers participated in interviews discussing unit objectives, student artifacts, and strategies used for learning. Classroom observations and portfolios of student work were used to further understand student engagement in the lesson as well as identify students’ ability to demonstrate understanding of concepts. Data was analyzed within and cross cases. Results shed light on (a) the difficulty students with LD face in understanding science process knowledge, (b) challenges with engagement in science curriculum especially in learning vocabulary, and (c) teacher and student strategies that may impact learning, including peer supports, educator strategies and student advocacy. More opportunities to engage students in the scientific process may continue to strengthen students with LD’s understanding of science concepts. Student understanding may have been impacted by challenging vocabulary, poor-self advocacy skills, limited use of student accommodations during instruction and lack of direct instruction. Interventions, strategies and direct instruction are needed to assist students with LD in understanding science material when using an inquiry based curriculum. In addition, systematic peer support may benefit students understanding of science content. Findings extend the research on science instruction for students with LD in middle school classrooms using inquiry-based instruction.