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There is a growing recognition of the importance of effective instruction in the STEM subjects, including science. The movement towards increased requirements and expectations in science presents a challenge to both students and teachers as many students with Learning Disabilities (LD) often struggle, particularly in their science classes. The purpose of this study was to investigate the use of a technology intervention targeting the acquisition of science vocabulary for adolescents with LD in a general education secondary biology classroom. Additionally, a purpose was to examine the usability and feasibility of a tech-based science vocabulary intervention for secondary science teachers. Participants for this study included three secondary students with LD who were enrolled in a biology class. A multiple treatment reversal design was used to compare the effects of a keyword mnemonic vocabulary intervention via index cards or iPod touch on student vocabulary acquisition. All students acquired the content vocabulary equally well during both conditions. It was clear that the students had a strong interest in using technology to increase their grades and engagement; however, the teachers had little access and training on using technology to support their students with disabilities.
Slemrod et al. (Sat,) studied this question.