Reducing Language Barriers in Science for Students with Special Educational Needs

• Published in: Asia-Pacific Science Education 2021-01, Vol.6 (2), p.364-387
• Main Authors: Boyle, Susannah, Rizzo, Karen L, Taylor, Jonte C
• Format: Article
• Language: English
• Subjects: Access to Education; Assistive Technology; Barriers; Classrooms; Content Area Reading; Content Area Writing; Educational Needs; Inclusion; Initiatives; Instructional design; Language; Language Acquisition; Language Usage; Learning; Learning disabilities; Literacy; Multimedia Instruction; Science Education; Science Instruction; Science Teachers; Special education; Special Needs Students; Student Needs; Students; Success; Teaching; Teaching Methods
• ISSN: 2364-1177; 2364-1177
• DOI: 10.1163/23641177-BJA10006

Abstract An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies.