Teaching science to young children with special needs

Abstract

Science achievement is an important goal for all of our students, including those with special needs. Young children with special learning needs can benefit a great deal from empirically validated science instruction. This literature review identified 12 experimental research studies conducted over the past 20 years that examined the effectiveness of science interventions on the learning outcomes of young children with special needs. Although only 12 experimental research studies were found, this body of research provides several promising strategies and tactics for effectively teaching science to young children with special needs. Common critical elements of effective science instruction identified in this literature review include hands-on and inquiry based instruction combined with various levels and types of support and explicit instruction depending on the severity of individual learning needs. In addition to identifying evidence based practices for teaching science to young children who struggle academically, this literature review identifies directions for future research and provides implications for practitioners.