Skip to main content
SpringerLink
Log in

Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

  • Published:
Journal of Science Teacher Education

Abstract

Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess the current state of what could be facilitative or inhibitory influences, a national online survey to which 1,088 K-12 science teachers responded was conducted. Mixed methods’ analyses suggest that science teachers receive little formal training and feel underprepared to teach students with disabilities. Results identify specific gaps in science teachers’ education, as well as attitudinal and institutional barriers that may inhibit students with disabilities’ success. However, science teachers remain highly receptive to training and collaboration. Implications for science teacher education are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Achieve. (2013). Next generation science standards: Achieve, Inc. on behalf of the twenty-six states and partners that collaborated on the NGSS. Retrieved from http://www.nextgenscience.org/

  • Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Alston, R., & Hampton, J. (2000). Science and engineering as viable career choices for students with disabilities: A survey of parents and teachers. Rehabilitation Counseling Bulletin, 43, 158–164.

    Article  Google Scholar 

  • American Association for the Advancement of Science. (1989). Science for all Americans. New York: Oxford University Press.

    Google Scholar 

  • Anderson, R. D. (1997). The science methods course in the context of the total teacher education experience. Journal of Science Teacher Education, 8, 269–282.

    Article  Google Scholar 

  • Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education. Belmont, CA: Wadsworth.

    Google Scholar 

  • Avramidis, E., Bayliss, P., & Burden, J. (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in ordinary school in one local educational authority. Educational Psychology, 20, 191–211.

    Article  Google Scholar 

  • Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17, 129–147.

    Article  Google Scholar 

  • Aydeniz, M., & Southerland, S. A. (2012). A national survey of middle and high school science teachers’ responses to standardized testing: Is science being devalued in schools? Journal of Science Teacher Education, 23, 233–257.

    Article  Google Scholar 

  • Babbie, E. (1998). The practice of social research. Belmont, CA: Wadsworth.

    Google Scholar 

  • Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., … & Shepard, L. A. (2010). Problems with the use of student test scores to evaluate teachers. EPI Briefing Paper# 278. Economic Policy Institute.

  • Baker, E., Wang, M., & Walberg, H. (1994). The effects of inclusion on learning. Educational Leadership, 52(4), 33–35.

    Google Scholar 

  • Bennett, T., DeLuca, D., & Bruns, D. (1997). Putting inclusion into practice: Perspectives of teachers and parents. Exceptional Children, 64, 115–131.

    Google Scholar 

  • Berkeley, S., Mastropieri, M. A., & Scruggs, T. E. (2011). Reading comprehension strategy instruction and attribution retraining for secondary students with learning and other mild disabilities. Journal of Learning Disabilities, 44, 18–32.

    Article  Google Scholar 

  • Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86, 821–839.

    Article  Google Scholar 

  • Burgstahler, S. E., & Cory, R. C. (Eds.). (2008). Universal design in higher education: From policy to practice. Cambridge, MA: Harvard Education Press.

    Google Scholar 

  • Cawley, J. F. (1994). Science for students with disabilities. Remedial and Special Education, 15, 67.

    Article  Google Scholar 

  • Cawley, J., Hayden, S., Cade, E., & Baker-Kroczynski, S. (2002). Including students with disabilities into the general education science classroom. Exceptional Children, 68, 432–435.

    Article  Google Scholar 

  • Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Davis, E. A., Petish, D., & Smithey, J. (2006). Challenges new science teachers face. Review of Educational Research, 76, 607–651.

    Article  Google Scholar 

  • Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods. New York, NY: Praeger.

    Google Scholar 

  • Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive education: What makes it a good education for students with moderate to severe disabilities? Research and Practice for Persons with Severe Disabilities, 32, 16–30.

    Article  Google Scholar 

  • Dunn, C., Rabren, K. S., Taylor, S. L., & Dotson, C. K. (2012). Assisting students with high-incidence disabilities to pursue careers in science, technology, engineering, and mathematics. Intervention in School and Clinic, 48, 47–54.

    Article  Google Scholar 

  • Education for All Handicapped Children Act (1975). P.L. 94–142, 20 U.S.C. Sec. 1401 et seq.

  • Elhoweris, H., & Alsheikh, N. (2006). Teachers’ attitudes toward inclusion. International Journal of Special Education, 21(1), 115–118.

    Google Scholar 

  • Finson, K. D., Ormsbee, C. K., & Jensen, M. M. (2011). Differentiating science instruction and assessment for learners with special needs, K-8. Thousand Oaks, CA: Corwin.

    Google Scholar 

  • Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.

    Google Scholar 

  • Fullan, M., & Hargreaves, A. (2002). Teacher development and educational change. London, UK: Routledge.

    Google Scholar 

  • Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers’ cognition and appraisal processes during conceptual change. Educational Psychology Review, 15, 147–179.

    Article  Google Scholar 

  • Hargreaves, A. (2005). Extending educational change. Dordrecht and New York: Springer.

    Book  Google Scholar 

  • Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of public economics, 95, 798–812.

  • Individuals with Disabilities Education Act of 1990. 20 U.S.C. 1400–1485.

  • Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108–446, 118 Stat. 2647. (2004).

  • Irving, M., Nti, M., & Johnson, W. (2007). Meeting the needs of the special learner in science. International Journal of Special Education, 22(3), 109–118.

    Article  Google Scholar 

  • Jobe, D., Rust, J. O., & Brissie, J. (1996). Teacher attitudes toward inclusion of students with disabilities into regular classrooms. Journal of Education, 117, 148–154.

    Google Scholar 

  • Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1, 112–133.

    Article  Google Scholar 

  • Kelly, J. (2000). Rethinking the elementary science methods course: A case for content, pedagogy, and informal science education. International Journal of Science Education, 22, 755–777.

    Article  Google Scholar 

  • Kirch, S. A., Bargerhuff, M. E., Cowan, H., & Wheatly, M. (2007). Reflections of educators in pursuit of inclusive science classrooms. Journal of Science Teacher Education, 18, 663–692.

    Article  Google Scholar 

  • Leatherman, J. M., & Niemeyer, J. A. (2005). Teachers’ attitudes toward inclusion: Factors influencing classroom practice. Journal of Early Childhood Teacher Education, 26, 23–36.

    Article  Google Scholar 

  • Lederman, J. S., & Stefanich, G. P. (2004). Addressing disabilities in the context of inquiry and nature of science instruction. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science (pp. 55–74). Dordrecht, The Netherlands: Springer.

    Google Scholar 

  • Luft, J. A. (2007). Minding the gap: Needed research on beginning/newly qualified science teachers. Journal of Research in Science Teaching, 44, 532–537.

    Article  Google Scholar 

  • Mastropieri, M. A., & Scruggs, T. E. (1992). Science for students with disabilities. Review of Educational Research, 62, 377–411.

    Article  Google Scholar 

  • Mastropieri, M. A., Scruggs, T. E., Mantzicopoulos, P. Y., Sturgeon, A., Goodwin, L., & Chung, S. (1998). “A place where living things affect and depend on each other”: Qualitative and quantitative outcomes associated with inclusive science teaching. Science Education, 82, 163–179.

    Article  Google Scholar 

  • Mastropieri, M. A., Scruggs, T. E., Norland, J. J., Berkeley, S., McDuffie, K., Tornquist, E. H., & Connors, N. (2006). Differentiated curriculum enhancement in inclusive middle school science effects on classroom and high-stakes tests. The Journal of Special Education, 40, 130–137.

    Article  Google Scholar 

  • McCarthy, C. B. (2005). Effects of thematic-based, hands-on science teaching versus a textbook approach for students with disabilities. Journal of Research in Science Teaching, 42, 245–263.

    Article  Google Scholar 

  • McGinnis, J. R. (2003). The morality of inclusive verses exclusive settings: Preparing teachers to teach students with mental disabilities in science. In D. Zeidler (Ed.), The role of moral reasoning on socio-scientific issues and discourse in science education (pp. 196–215). Boston: Kluwer.

    Google Scholar 

  • McGinnis, J. R. (2013). Teaching science to learners with special needs. Theory into Practice, 52, 43–50.

    Article  Google Scholar 

  • McGinnis, J. R., & Stefanich, G. P. (2007). Special needs and talents in science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 287–317). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • McLeskey, J., Landers, E., Williamson, P., & Hoppey, D. (2012). Are we moving toward educating students with disabilities in less restrictive settings? The Journal of Special Education, 46, 131–140.

    Article  Google Scholar 

  • McLeskey, J., Waldron, N. L., & Redd, L. (2012). A case study of a highly effective, inclusive elementary school. The Journal of Special Education. doi:10.1177/0022466912440455

  • Moon, N. W., Todd, R. L., Morton, D. L., & Ivey, E. (2012). Accommodating students with disabilities in science, technology, engineering, and mathematics (STEM). Center for Assistive Technology and Environmental Access, Georgia Institute of Technology. Retrieved from http://advance.cc.lehigh.edu/sites/advance.cc.lehigh.edu/files/accommodating.pdf

  • National Center for Education Statistics. (2011). The Nation’s Report Card: Science 2009 (NCES 2011-451). Washington, DC: Institute of Education Sciences, U.S. Department of Education.

    Google Scholar 

  • National Science Foundation, National Center for Science and Engineering Statistics. (2013). Women, minorities, and persons with disabilities in science and engineering: 2013. Special Report NSF 13-304. Arlington, VA. Retrieved from http://www.nsf.gov/statistics/wmpd/

  • National Science Teachers Association. (2013). Website on science for students with disabilities. www.nsta.org/disabilities

  • Neely, M. B. (2007). Using technology and other assistive strategies to aid students with disabilities in performing chemistry lab tasks. Journal of Chemical Education, 84, 1697–1701.

    Article  Google Scholar 

  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–328.

    Article  Google Scholar 

  • No Child Left Behind Act of 2001, P.L. 107-110, 115 Stat.1425. (2002).

  • Norman, K., Caseau, D., & Stefanich, G. (1998). Teaching students with disabilities in inclusive science classrooms: Survey results. Science Education, 82, 127–146.

    Article  Google Scholar 

  • Odom, S. L. (2002). Narrowing the question: Social integration and characteristics of children with disabilities in inclusion settings. Early Childhood Research Quarterly, 17(2), 167–170.

    Article  Google Scholar 

  • Onwuegbuzie, A. J., & Teddlie, C. (2003). A framework for analyzing data in mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 351–383). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Pajares, M. F. (1992). Teacher’s beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.

    Article  Google Scholar 

  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Patton, J. R., & Andre, K. E. (1989). Individualizing for science and social studies. In J. Wood (Ed.), Mainstreaming: A practical approach for teachers (pp. 301–351). Columbus, OH: Merrill.

    Google Scholar 

  • Putnam, J. W. (2006). Cooperative learning for inclusion. In P. Hick, R. Kershen, & P. Farrell (Eds.), Psychology for inclusive education: New directions in theory and practice (pp. 81–95). London: Routledge Falmer.

    Google Scholar 

  • Robinson, S. (2002). Teaching high school students with learning and emotional disabilities in inclusion science classrooms: A case study of four teachers’ beliefs and practices. Journal of Science Teacher Education, 13, 13–26.

    Article  Google Scholar 

  • Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving a think-aloud analysis. Journal of Learning Disabilities, 44, 508–520.

    Article  Google Scholar 

  • Rothstein, L. (1995). Special education law (2nd ed.). New York: Longman.

    Google Scholar 

  • Rothstein, R., Jacobsen, R., & Wilder, T. (2009). “Proficiency for all”: An oxymoron. In M. A. Rebell & J. R. Wolff (Eds.), NCLB at the crossroads: Reexamining the federal effort to close the achievement gap (pp. 134–162). New York, NY: Teachers College Press.

    Google Scholar 

  • Rule, A. C., Stefanich, G. P., Boody, R. M., & Peiffer, B. (2011). Impact of adaptive materials on teachers and their students with visual impairments in secondary science and mathematics classes. International Journal of Science Education, 33, 865–887.

    Article  Google Scholar 

  • Schroeder, M. A., Stefanich, G., Davison, J., & Hibbard, M. (2001). Historical and legal foundations. In G. Stefanich (Ed.), Science teaching in inclusive classrooms: Theory and foundations (pp. 45–57). National Science Foundation (Grant Numbers HRD-953325 and HRD 9988729). Cedar Falls, IA: Woolverton Printing Company.

  • Shapiro, A., & Ten Berge, J. M. F. (2000). The asymptotic bias of minimum trace factor analysis, with applications to the greatest lower bound to reliability. Psychometrika, 65, 413–425.

    Article  Google Scholar 

  • Shoho, A. R., Katims, D. S., & Wilks, D. (1997). Perceptions of alienation among students with learning disabilities in inclusive and resource settings. The High School Journal, 81, 28–36.

    Google Scholar 

  • Sijtsma, K. (2009). On the use, the misuse, and the very limited usefulness of Cronbach’s alpha. Psychometrika, 74, 107–120.

    Article  Google Scholar 

  • Spooner, F., Knight, V., Browder, D., Jimenez, B., & DiBiase, W. (2011). Evaluating evidence-based practice in teaching science content to students with severe developmental disabilities. Research and Practice for Persons with Severe Disabilities, 36(1–2), 62–75.

    Article  Google Scholar 

  • Steele, M. (2005). Teaching science to middle school students with learning problems. Science Sampler, 29, 50–51.

    Google Scholar 

  • Steele, M. (2007a). Helping middle school students with learning disabilities pass the federally mandated science tests: Science instruction, study skills, and test-taking strategies. Science Scope, 31, 74–80.

    Google Scholar 

  • Steele, M. (2007b). Science success for students with special needs: Strategies for helping all students master science standards. Science and Children, 45, 48–51.

    Google Scholar 

  • Stefanich, G. P., Gabriele, A. J., Rogers, B. G., & Erpelding, C. (2005). Improving educator attitudes about inclusive science through dissemination workshops. Journal of Science Education for Students with Disabilities, 11(1), 6–24.

    Google Scholar 

  • Stefanich, G. P., Norman, K. I., & Egelston-Dodd, J. (1996). Teaching science to students with disabilities: Experiences and perceptions of classroom teachers and science educators. Pittsburgh, PA: Association for the Education of Teachers in Science.

    Google Scholar 

  • Stepans, J. I., McClung, P. A., & Beiswenger, R. E. (1995). A teacher education program in elementary science that connects content, methods, practicum, and student teaching. Journal of Science Teacher Education, 6, 158–163.

    Article  Google Scholar 

  • Stephens, T., & Braun, B. L. (1980). Measures of regular classroom teachers’ attitudes toward handicapped children. Exceptional Children, 46, 292–294.

    Google Scholar 

  • U.S. Department of Education, National Center for Education Statistics (2013). Digest of Education Statistics, 2011 (NCES 2012-001), Chapter 2. Retrieved from http://nces.ed.gov/programs/digest/d13/tables/dt13_204.60.asp

  • Van Garderen, D., Hanuscin, D., Lee, E., & Kohn, P. (2012). QUEST: A collaborative professional development model to meet the needs of diverse learners in K-6 science. Psychology in the Schools, 49, 429–443.

    Article  Google Scholar 

  • Van Reusen, A. K., Shoho, A. R., & Barker, K. S. (2001). High school teacher attitudes toward inclusion. The High School Journal, 84(2), 7–20.

  • Vannest, K. J., Mason, B. A., Brown, L., Dyer, N., Maney, S., & Adiguzel, T. (2009). Instructional settings in science for students with disabilities: Implications for teacher education. Journal of Science Teacher Education, 20, 353–363.

    Article  Google Scholar 

  • Verhelst, N. D. (1998). Estimating the reliability of a test from a single test administration. Measurement and Research Department Report 98-2. Arnhem, The Netherlands: CITO National Institute for Educational Measurement.

  • Yell, M. L. (1995). Least restrictive environment, inclusion, and students with disabilities: A legal analysis. The Journal of Special Education, 28, 389–404.

    Article  Google Scholar 

  • Yell, M. L., Katsiyannis, A., & Shiner, J. G. (2006). The No Child Left Behind Act, adequate yearly progress, and students with disabilities. Teaching Exceptional Children, 38(4), 32–39.

    Google Scholar 

Download references

Acknowledgments

The authors wish to thank Jeffrey D. Kromrey, Gregory P. Stefanich, and Dana L. Zeidler for their assistance with the preparation of this manuscript. In addition, the authors are grateful to the science coordinator and teachers from the pilot district as well as all of the survey participants who made this research possible.

Author information

Authors and Affiliations

  1. Department of Teaching and Learning, College of Education, University of South Florida, 4202 East Fowler Ave., EDU105, Tampa, FL, 33620-5650, USA

    Sami Kahn

  2. College of Education, University of South Florida, Coquina Hall, 216D, 140 7th Ave. South, St. Petersburg, FL, 33701, USA

    Anna R. Lewis

Authors
  1. Sami Kahn
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anna R. Lewis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sami Kahn.

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Kahn, S., Lewis, A.R. Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes. J Sci Teacher Educ 25, 885–910 (2014). https://doi.org/10.1007/s10972-014-9406-z

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10972-014-9406-z

Keywords

Search

Navigation