Effective disciplinary literacy strategies for students with disabilities in middle and high school science classrooms

Abstract

More students with disabilities (SWDs) are being educated in the general education classroom than ever before. This means that SWDs are spending more time in middle school science classrooms. SWDs may struggle to access information from science textbooks and lessons for multiple reasons, including reading difficulties. In this article, the authors review the literature and provide recommendation on how science teachers can implement these strategies into their classrooms. These strategies include vocabulary instruction, comprehension strategies, and graphic organizers.

Keywords:

• literacy
• reading disabilities
• science
• strategies
• students with disabilities

Additional information

Notes on contributors

Zachary T. Barnes

Zachary T. Barnes, PhD, is an assistant professor of special education at Austin Peay State University.

R. Stacy Fields

R. Stacy Fields, PhD, is an assistant professor of Middle Level education at Middle Tennessee State University.

Susanne Strachota

Susanne Strachota, PhD, is a postdoctoral researcher at Tufts University.

Katherine A. Mangione

Katherine A. Mangione, PhD, is an associate professor of Elementary and Special Education at Middle Tennessee State University.