More than half of all students with learning disabilities (LD) receive science instruction in regular education classes. Because LD student numbers are increasing, the ability of classroom teachers to accommodate these students is being challenged. The success of inclusion depends on many factors, including the attitudes of professional educators and the quality of instruction they offer their students. This article presents the findings of a survey that was conducted to assess how teachers’ attitudes about inclusion of learning disabled students affects their use of accommodations.
Type Journal ArticlePub Date 3/1/2006Stock # tst06_073_03_52Volume 073Issue 03