Supporting Students with Learning Disabilities in Science: Research-Based Strategies for the Classroom

Teaching science to students with learning disabilities presents unique challenges; however, empirical research demonstrates that structured instructional approaches, including systematic instruction and scaffolded supports, can improve both science learning outcomes and student engagement. This article draws on decades of research and proposes a framework for planning inclusive, rigorous science lessons aligned with the Next Generation Science Standards (NGSS). Specifically, it integrates Universal Designs for Learning (UDL), the 5E instructional model, and Culturally Responsive Pedagogy (CRP), three complementary approaches that together provide both structure and flexibility while affirming the identities of diverse learners.