Abstract
Students with disabilities (SWDs) are being educated in the general education classroom more than ever before. As the nation moves toward increasing science education, more must be understood about how science teachers are supporting SWDs in their classrooms. The present study analyzed the responses of five middle school science teachers on how they embed literacy practices into their instruction, as well as the support they received to support SWDs in their classroom. Teachers reported a lack of professional development and support in this area, as well as difficulties explicitly naming literacy practices. Practical implications are offered for effective instruction and professional development.
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