Science and students with mental retardation: An analysis of curriculum features and learner characteristics

Although much research has been conducted on the learning characteristics of individuals with mental retardation, science learning of such individuals has received far less attention. In this investigation, students with mental retardation were observed over a 2‐year period, in order to determine how the characteristics of mental retardation manifested themselves in the context of inquiry‐oriented, hands‐on science curriculum. Analysis of all relevant data sources, including observations and field notes, videotape and audiotape recordings, student products, and interviews, suggested that several characteristics commonly attributed to students with mild mental retardation were observed to interact with the science curriculum. These characteristics included attention, semantic memory, logical reasoning, and outerdirectedness. However, teachers were skilled at adapting instruction to meet the special needs of these learners. Implications for teaching science to students with mental retardation are provided.