Graduate Student Research Symposium 2026

Guided by the research question, “What strategies effectively support the complex learning needs of students with disabilities in inclusive secondary science classrooms?”, this systematic review identifies research-based practices (RBPs) that improve science learning and engagement for these students. Most studies measured outcomes through brief assessments of science knowledge and skill development. Findings highlight five key categories of effective strategies that emphasize vocabulary instruction: (1) literacy supports, (2) technology integration, (3) systematic instruction, (4) embedded instruction, and (5) science literacy practices. These approaches improve science learning experiences and outcomes for students with disabilities in inclusive science settings. Although results of these studies are consistently positive, limitations include small sample sizes, frequent use of single-case designs, a middle-school focus, and limited longitudinal data. Findings emphasize the need for professional development and collaboration between general and special educators to advance inclusive “Science for All.”