Recent special education legislation such as the Individuals with Disabilities Act (IDEA) emphasizes the placement of students with mild disabilities in the general education classroom. Therefore, students with learning, behavior, and communicating disorders will typically be learning science from classroom teachers rather than in separate special education classes. They will be required to pass the same standardized science tests as the children without disabilities; however, many of their characteristics interfere with success in science. This article highlights instructional, study, and test-taking strategies useful in preparing all students, but particularly students with mild learning challenges, for success in science class and hopefully on high-stakes tests as well.
Type Journal ArticlePub Date 10/1/2007Stock # sc07_045_02_48Volume 045Issue 02