Using Multimodal Texts to Support Science Learning: Disciplinary Literacies Practices in a Special Education Science Classroom

• In Event: Fairmont Roundtable Session Six
  In Roundtable Session: Equity and Innovative Practices for Students With Dis/abilities (Table 18)

Abstract

This qualitative case of a science teacher is part of a larger multi-case study investigating teachers of students with reading disabilities’ use of disciplinary literacies surrounding multimodal texts. Data collection included interviews, class observations, and artifact analysis of the Learning Management System (LMS). Findings reveal the teacher conceptualizes and utilizes a variety of text types across various tasks to help students gain disciplinary knowledge, engage in science and engineering practices, and support students’ needs.

Author

• Kara Kennedy, Northern Illinois University
  Presenting Author