Science Instruction for Students with Learning Disabilities: A National Survey of Elementary Special Education Teachers

Elementary students with learning disabilities (LD) often have limited opportunities to learn science, yet little is known about how special educators engage in science instruction. This study draws on a nationally representative survey of elementary special education teachers to describe their roles, preparedness, time allocation, and perceived barriers. Most reported minimal discipline-specific preparation and felt less prepared to teach science than other subjects. Many teachers indicated that students with LD missed science due to pull-out instruction. Common barriers to students receiving science instruction included remediation priorities and accountability pressures in tested subjects. These findings provide a national snapshot of science instruction for elementary students with LD and point to the need for greater preparation and policy support to ensure access to high-quality science learning for students with LD.