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Science Instruction for Students with Learning Disabilities: A National Survey of Elementary Special Education Teachers

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Bibliographic Details
Title: Science Instruction for Students with Learning Disabilities: A National Survey of Elementary Special Education Teachers
Language: English
Authors: William J. Therrien (ORCID 0000-0003-0594-5129), Vivian C. Wong, Ling Chen, Christina M. Taylor, Jennifer L. Chiu, Bruna Gonçalves, Qing Liu (ORCID 0009-0006-0609-4484), Bryan G. Cook (ORCID 0000-0001-9294-0873), Christian T. Doabler, Elizabeth Swanson, Priscilla B. Brame, Shannon G. Budin (ORCID 0000-0002-7692-1004), Eunsoo Cho, Sarah J. Conoyer, Sheila J. Conway, Michael W. Dunn (ORCID 0000-0001-9420-3121), Michael Faggella-Luby, Jenna A. Gersib (ORCID 0000-0002-1270-1889), Kimberley M. Davis, Zaira Jimenez, Rachel L. Juergensen, Sharlene A. Kiuhara, Victoria Koop, Erica S. Lembke (ORCID 0000-0001-8096-3330), Amelia K. Moody (ORCID 0000-0002-9890-3202), Jared R. Morris (ORCID 0000-0003-3321-047X), Reagan Murnan (ORCID 0000-0002-6761-9436), Cherish M. Sarmiento (ORCID 0000-0002-2328-1007), Cassandra M. Smith, R. Alex Smith, Michael Solis, Heidi Stinchcomb
Source: Learning Disabilities Research & Practice. 2026 41(2):129-142.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2201464
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Science Instruction, Students with Disabilities, Learning Disabilities, Elementary School Teachers, Special Education Teachers, Teacher Role, Teacher Competencies, Time Management, Barriers, Teacher Attitudes, Delivery Systems
DOI: 10.1177/09388982261416149
ISSN: 0938-8982
1540-5826
Abstract: Elementary students with learning disabilities (LDs) often have limited opportunities to learn science, and little is known about how special educators engage in science instruction. This study drew on a nationally representative survey of elementary special education teachers to describe their roles, preparedness, time allocation, and perceived barriers. Most teachers reported minimal discipline-specific preparation and felt less prepared to teach science than other subjects. Many noted that students with LDs often missed science classes because of pull-out instruction. Common barriers to students receiving science instruction included remediation priorities and accountability pressures in tested subjects. These findings provide a national snapshot of science instruction for elementary students with LDs and point to the need for greater teacher preparation and policy support to ensure access to high-quality science learning for students with LDs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500460
Database: ERIC
Description
Abstract:Elementary students with learning disabilities (LDs) often have limited opportunities to learn science, and little is known about how special educators engage in science instruction. This study drew on a nationally representative survey of elementary special education teachers to describe their roles, preparedness, time allocation, and perceived barriers. Most teachers reported minimal discipline-specific preparation and felt less prepared to teach science than other subjects. Many noted that students with LDs often missed science classes because of pull-out instruction. Common barriers to students receiving science instruction included remediation priorities and accountability pressures in tested subjects. These findings provide a national snapshot of science instruction for elementary students with LDs and point to the need for greater teacher preparation and policy support to ensure access to high-quality science learning for students with LDs.
ISSN:0938-8982
1540-5826
DOI:10.1177/09388982261416149