The Absence of Civics Interventions for Students with Disabilities: A Mixed-Methods Investigation

Abstract

ABSTRACT Compared to other academic content areas, educational researchers conduct relatively few empirical studies focused on students’ civics knowledge and teachers then have fewer opportunities to learn about research-based practices. A mixed-methods study was undertaken with 326 high school students (n = 52 with disabilities) and 21 social studies and special education teachers. Results indicated 12th-grade students with disabilities scored significantly lower than their peers on a formative assessment of civics knowledge; students with and without disabilities identified school as their primary source of civics knowledge; and interviews with high school special education and social studies teachers revealed several areas for future research and promising practices teachers can use with their students.