Teaching students with disabilities in inclusive science classrooms: Survey results

Abstract

Inclusive classrooms are becoming the norm in schools, fulfilling the instructional needs of students with disabilities in regular K–12 classrooms. However, little evidence exists describing the experiences, preparedness, and attitudes held by educators who are teaching or who are preparing teachers. The results of a survey of elementary teachers, middle and high school level science teachers, and university science educators are reported in this article. The results indicate that teacher education programs reflect little commitment to preparing or in-servicing science teachers to work effectively with students who have disabilities. This study provides evidence that teachers of science and professors teaching science methods have had little training and experience in teaching students with disabilities, are not aware of the research on best practice as it applies to students with disabilities, and often hold stereotypical views of what students with disabilities can and cannot do. Additionally, they are receptive to receiving additional training in teaching science to students with disabilities. © 1998 John Wiley & Sons, Inc. Sci Ed82:127–146, 1998.