Secondary Science and Math Teachers’ Sensemaking Around Specific Learning Disabilities and Special Education

• In Event: Reimagining Inclusive Instructional Practices for Students With Disabilities

Abstract

This narrative inquiry investigates how experienced secondary science and math teachers (n = 7) understand the “specific learning disability” diagnosis, special education, and inclusive practices. A sensemaking lens guided analysis. Findings suggest little salience or knowledge of disability categories, coupled with a consistent focus on accommodations and an emphasis on understanding students as individuals. Formal pre-service education did not contribute meaningfully to sensemaking about special education, while professional interactions, in-service training, and participation in the special education process provided mixed levels of support. Implications focus on approaches for supporting inclusive secondary STEM education rooted in general educators’ understandings and priorities, which may not align with current approaches from the special education perspective.

Authors

• Samantha G. Daley, University of Rochester

• Michelle Heckman, University of Rochester

• Kyle Sullivan, University of Rochester