A Systematic Review of Evidence-Based Practices for Students with Learning Disabilities in Social Studies Classrooms

Abstract Progressing through schools may be challenging for some students, especially those with learning disabilities (LD). In social studies, for example, students grapple with increasingly complex texts, independent work, direct instruction, critical thinking, analysis, and other learning demands. As students transition from elementary schools where generalist educators have strong literacy experience but typically poor social studies content knowledge to the secondary level where teachers are content specialists who may lack literacy pedagogical knowledge, learners may experience difficulty adjusting to expectations for independent learning and reading of expository textbooks, which is particularly difficult for students with LD. There is a continuing need to identify strategies to help struggling learners in the content area. The growing move to place students with LD in general education social studies classes warrants a closer look at learners’ experiences and teachers’ ability to meet their students’ needs. Evidence indicates that students with LD can achieve success through use of appropriate strategies; but social studies teachers do not feel equipped to successfully aid struggling learners. This study provides a systematic review of the literature to explore best practices for teaching students with LD in K-12 social studies classrooms.