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

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.

Increasing the accessibility of PhET Simulations for students with disabilities: Progress, challenges, and potential

“…Science teachers are often overwhelmed with the challenge of preparing appropriately differentiated instruction for the diversity of students in their classroom [2]. Inclusive digital learning materials that can be adapted on-the-fly to meet the needs of each student in the classroom would significantly decrease the difficulty, cost, and time required to prepare differentiated instruction for students with disabilities, while increasing opportunities for all students to engage in collaborative science practices.…”

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“…Further, Samson and Lesaux indicated that improved recognition and understanding could be attributed to access and participation in professional learning opportunities with a focus on assisting teachers in preparation to address unique learner needs. Kahn and Lewis (2014) surveyed 1,088 K-12 science teachers to determine their level of preparedness to work with students who had disabilities. The results showed that nearly one third of the science teachers had not received training to teach students with disabilities.…”

TOWARDS INCLUSION OF ALL LEARNERS THROUGH SCIENCE TEACHER EDUCATION. M. Koomen, S.Kahn, C. L.Atchison, T.A.Wild (Eds.), 2018Brill Sense Boston, MA. 384 pages. ISBN: 978‐90‐04‐36842‐2

“…From the inclusive education perspective, the majority of students identified as having disabilities participate in general education classes for most of the school day (McFarland et al, ) and must be provided with effective access to their rigorous and rich curricula. Faced with these expectations, general education teachers overwhelmingly report feeling unprepared to effectively teach all learners (Kahn & Lewis, ). Science teacher educators may experience similar anxiety about how to foster inclusive practice among their future teachers.…”