An Exploratory Analysis of a Middle School Science Curriculum: Implications for Students With Learning Disabilities

Abstract

An exploratory study of a middle school curriculum directly aligned with the Next Generation Science Standards was conducted with a focus on how the curriculum addresses the instructional needs of students with learning disabilities. A descriptive analysis of a lesson on speed and velocity was conducted and implications discussed for students with learning disabilities. Areas of strength are noted, including the use of color-coded equations, teacher demos, visual learning, and inquiry-based labs. It was determined that situations likely to create difficulties for students with learning disabilities include a heavy emphasis on reading and fast-paced, verbally demanding, discussion-based activities.