Supporting Science-Related Instruction for Students with Intellectual and Developmental Disabilities: A Review and Analysis of Research Studies

Broad scientific concepts are vital to individual wellbeing as a function of daily living skills. Science connects how individuals interact with the environment and how they interpret those interactions (Browder et al, 2007). According to the National Assessment of Education Progress, students with...

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Bibliographic Details
Published in:Science educator 2020-12, Vol.27 (2), p.102-113
Main Authors: Taylor, Jonte' C, Hwang, Jiwon, Rizzo, Karen L, Hill, Doris Adams
Format: Article
Language:English
Subjects:
Access to Education
Behavior disorders
Case studies
Child Health
Classrooms
Course Content
Developmental Disabilities
Disabilities
Education
Effect Size
Elementary Secondary Education
Equal Education
Grade 6
Individualized Instruction
Inquiry method
Instructional design
Intellectual disabilities
Intellectual Disability
Intellectual Disciplines
Learning
Learning disabilities
Meta-analysis
Science Achievement
Science Curriculum
Science education
Science Instruction
Special Needs Students
Statistical analysis
Student Characteristics
Students
Students with Disabilities
Teaching
Teaching Methods
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Summary:Broad scientific concepts are vital to individual wellbeing as a function of daily living skills. Science connects how individuals interact with the environment and how they interpret those interactions (Browder et al, 2007). According to the National Assessment of Education Progress, students with disabilities score significantly lower than students without lEPs on standardized science achievement assessments (National Center of Education Statistics, 2015). In addition, students with intellectual and developmental disabilities (IDD) are likely to be left out of opportunities to learn science content regardless of educational setting. The current study examines and analyzes published single-case research (SCR) on science and science-related achievement for students with IDD through Tau-U effect size analysis and rigor evaluation. Implications for research and teaching are discussed.
ISSN:1094-3277