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Science Instruction at the Secondary Level: Implications for Students with Learning Disabilities

John Woodward received his doctorate in special education from the University of Oregon. He is currently a senior research associate in the Department of Special Education at the University of Oregon and a research associate at the Eugene Research Institute. Woodward's professional work involves curriculum design, technology, staff development, and the process of school change.

John Noell

John Noell received his doctorate in biology from Washington University, St. Louis. He is currently a research associate at Oregon Research Institute. His current research interests are in science education and curriculum design. Address: John Woodward, Eugene Research Institute, 1400 High St., Eugene, OR 97401.

Designing appropriate content area instruction for secondary students with learning disabilities is a challenging endeavor. Even if these students are mainstreamed into algebra, history, or science classes, special educators are likely to expect only a minimal grasp of the material. To go beyond this, to teach higher order thinking through these subjects, would be regarded by most practitioners as too labor-intensive. The authors of this article argue that, through a comprehensive revision of traditional materials, secondary students with learning disabilities can learn content area subjects---earth science and introductory chemistry, particularly---in an integrated manner. These students can achieve a firm understanding of the subject, as well as learn how to solve complex, domain-specific problems. For this kind of integrated instruction to be feasible, the curriculum must be designed and field-tested by professional curriculum developers.

Journal of Learning Disabilities, Vol. 24, No. 5, 277-284 (1991)
DOI: 10.1177/002221949102400504


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