Systematic Reviews and Meta Analysis
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Year 2023, Volume: 10 Issue: 2, 124 - 141, 30.03.2023
https://doi.org/10.17275/per.23.32.10.2

Abstract

References

  • Adıgüzel, T., Şimşir, F., Çubukluöz, Ö., & Özdemir, B. G. (2018). Master's theses and doctoral dissertations on misconceptions in mathematics and science education in Turkey: A thematic analysis. Journal of Bayburt Education Faculty 13(25), 57-92.
  • Apanasionok, M. M., Hastings, R. P., Grindle, C. F., Watkins, R. C., & Paris, A. (2019). Teaching science skills and knowledge to students with developmental disabilities: A systematic review. Journal of Research in Science Teaching, 56(7), 847-880.
  • *Aracı, N. (2019). The impact of a mnemonic strategy, the keyword strategy, on learning elementary science concepts of students with specific learning disabilities [Unpublished master’s thesis]. Bolu İzzet Baysal University.
  • Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267.
  • *Aydeniz, M., Cihak, D. F., Graham, S. C., & Retinger, L. (2012). Using inquiry-based instruction for teaching science to students with learning disabilities. International Journal of Special Education, 27(2), 189-206.
  • Bağ, H., & Çalık, M. (2017). A thematic review of science education studies on 4th grade. Elementary Education Online, 2018; 17(3), 1353-1377.
  • *Barabasz, K. M. (2018). Supporting students with learning disabilities in ınclusive middle school science classrooms [Unpublished doctoral dissertation]. University of Illinois at Chicago.
  • *Belland, B. R., Glazewski, K. D., & Ertmer, P. A. (2009). Inclusion and problem-based learning: Roles of students in a mixed-ability group. RMLE Online, 32(9), 1-19.
  • *Benedek-Wood, E., Mason, L. H., Wood, P. H., Hoffman, K. E., & McGuire, A. (2014). An experimental examination of quick writing in the middle school science classroom. Learning Disabilities: A Contemporary Journal, 12(1), 69-92.
  • *Biçer, A. (2019). The effect of stem approach based electrical circuit elements teaching on the academic achievement of 5th grade students with specific learning disabilities [Unpublished master’s thesis]. Aksaray University.
  • *Botsas, G. (2017). Differences in strategy use in the reading comprehension of narrative and science texts among students with and without learning disabilities. Learning Disabilities: A Contemporary Journal, 15(1), 139-162.
  • *Boyle, J. R., Rosen, S. M., & Forchelli, G. (2016). Exploring metacognitive strategy use during note-taking for students with learning disabilities. Education 3-13, 44(2), 161-180. https://doi.org/10.1080/03004279.2014.929722
  • *Boyle, J. R. (2010a). Note-taking skills of middle school students with and without learning disabilities. Journal of Learning Disabilities, 43(6), 530-540. https://doi.org/10.1177/0022219410371679
  • *Boyle, J. R. (2010b). Strategic note taking for middle-school students with learning disabilities in science classes. Learning Disability Quarterly, 33, 93-109. https://doi.org/10.1177/073194871003300203
  • *Boyle, J. R. (2011). Strategic note-taking for inclusive middle school science classrooms. Remedial and Special Education, 34(2), 78-90. http://doi.org/ 10.1177/0741932511410862
  • *Bulgren, J. A., Ellis, J. D., & Marquis, J. G. (2014). The use and effectiveness of an argumentation and evaluation intervention in science classes. Journal of Science Education and Technology, 23(1), 82-97. https://doi.org/10.1007/s10956-013-9452-x
  • Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & education, 59(2), 661-686.
  • Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: facts, trends and emerging issues. National Center for Learning Disabilities.
  • Çakıroğlu, O., & Melekoğlu, M. A. (2014). Statistical trends and developments within inclusive education in Turkey. International Journal of Inclusive Education, 18(8), 798-808.
  • Çalık, M., & Sözbilir, M. (2014). Parameters of content analysis. Education and Science, 39(174), 33-38.
  • *Dilber, Y. (2017). Examination of the instructional process carried out by the science teachers with mainstreaming students diagnosed learning disabilities [Unpublished master’s thesis]. Karadeniz Teknik University.
  • Doğru, M., Gençosman, T., Ataalkın, A.N., & Şeker, F. (2012). Analysis of master's and doctoral theses studied in science education. Turkish Science Education, 9(1), 49-64.
  • *Emir M., İ. (2019). Evaluating a science experiments guidebook prepared for mainstreamed students with learning disabilities: “physical events” sample [Unpublished master’s thesis]. Trabzon University.
  • *Er Nas, S., İpek Akbulut, H., Çalik, M., & Emir, M. İ. (2021). Facilitating conceptual growth of the mainstreamed students with learning disabilities via a science experimental guidebook: A case of physical events. International Journal of Science and Mathematics Education, 1-23.
  • *Er-Nas, S., Gülay, A., Pehlevan, M., & Delimehmet-Dada Ş. (2018). Investigation of the science and nature activities instructional process carried out by special education teachers. Journal of Kazım Karabekir Education Faculty, 36, 60-77.
  • *Er-Nas, S., Şenel-Çoruhlu, T., Çalık, M., Ergül, C., & Gülay, A. (2019). Investigating the effectiveness of the science experiments guidebook for students with learning disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education, 20(3), 501-534.
  • Flogie, A., Aberšek, B., Aberšek, M. K., Lanyi, C. S., & Pesek, I. (2020). Development and evaluation of intelligent serious games for children with learning difficulties: observational study. JMIR Serious Games, 8(2), e13190.
  • *Gebbels, S., Evans, S. M., & Murphy, L. A. (2010). Making science special for pupils with learning difficulties. British Journal of Special Education, 37(3), 139-147.
  • *Gokool-Baurhoo, N., & Asghar, A. (2018). “I can't tell you what the learning difficulty is”: Barriers experienced by college science instructors in teaching and supporting students with learning disabilities. Teaching and Teacher Education, 79, 17-27.
  • *Gomes C. V. (2014). Sounding out science: Incorporating audio technology to assist students with learning differences in science education [Unpublished doctoral dissertation]. Columbia University.
  • *Grigg, G. S. (2009). An analysis of science conceptual knowledge in journals of students with disabilities and normally achieving students [Unpublished doctoral dissertation]. State University of New York.
  • Güngörmüş Özkardeş, O. (2013). Descriptive analysis of studies on special learning disability in Turkey. Bogazici University Journal of Education, 30(2), 123-153.
  • Hogan A., McLellan L., & Bauman, A. (2000). Health promotion needs of young people with disabilities-a population study. Disability and Rehabilitation, 22(8), 352-357.
  • *Israel, M., Wang, S., & Marino, M. T. (2016). A multilevel analysis of diverse learners playing life science video games: Interactions between game content, learning disability status, reading proficiency and gender. Journal of Research in Science Teaching, 53(2), 324–345. https://doi.org/10.1002/tea.21273
  • *İlik, Ş. Ş. (2009). Evaluation of the effectiveness of direct teaching method in teaching concepts relating to science and technology for students with mild learning difficulties [Unpublished master’s thesis]. Selçuk University.
  • Juodaitytė, A., & Kazlauskienė, A. (2008). Research methods applied in doctoral dissertations in education science (1995-2005): Theoretical and empirical analysis. Vocational Education: Research& Reality, 15, 36-45.
  • Karaer, G., & Melekoğlu, M. A. (2019). Review of studies on teaching science to students with specific learning disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education, 21 (4), 1-31.
  • *Kim, W., & Linan-Thompson, S. (2013). The effects of self-regulation on science vocabulary acquisition of English language learners with learning difficulties. Remedial and Special Education, 34(4), 225-236. https://doi.org/10.1177/0741932513476956 *Koomen, M. H. (2016). Inclusive science education: learning from Wizard. Cultural Studies of Science Education, 11(2), 293-325.
  • *Kostewicz, D. E., & Kubina Jr, R. M. (2011). Building science reading fluency for students with disabilities with repeated reading to a fluency criterion. Learning disabilities: A multidisciplinary journal, 17(3), 89-104.
  • Kuruyer, H. G., & Çakıroğlu, A. (2017). Primary school teachers’ opinions and practices in educational evaluation and intervention in process of specific learning difficulties. Electronic Turkish Studies, 12(28), 539-555.
  • *Marino, M. T., Black, A. C., Hayes, M. T., & Beecher, C. C. (2010). An analysis of factors that affect struggling readers’ achievement during a technology-enhanced stem astronomy curriculum. Journal of Special Education Technology, 25(3), 35-42. https://doi.org/10.1177/016264341002500305
  • *Marino, M. T., Gotch, C. M., Israel, M., Vasquez, E., Basham, J. D., & Becht, K. (2014). UDL in the middle school science classroom: Can video games and alternative text heighten engagement and learning for students with learning disabilities? Learning Disability Quarterly, 37(2) 87-99. https://doi.org/10.1177/0731948713503963
  • Martin, S. (2018, Mar 10–13). Invited presentation for the ethics and equity committee sponsored symposium entitled, Re-centering science education for all. [Conference presentation]. The National Association for Research in Science Teaching (NARST), Atlanta.
  • *McCrea Simpkins, P., Mastropieri, M. A., & Scruggs, T. E. (2009). Differentiated curriculum enhancements in inclusive fifth-grade science classes. Remedial and Special Education, 30(5), 300-308. https://doi.org/10.1177/0741932508321011
  • McDermott, R. (2001). The acquisition of a child by a learning disability. Understanding Learning: Influences and Outcomes, 2, 60-70.
  • *McGrath, A. L., & Hughes, M. T. (2018). Students with learning disabilities in inquiry-based science classrooms: A cross-case analysis. Learning Disability Quarterly, 41(3), 131-143. https://doi.org/10.1177/0731948717736007
  • MoNE [Turkey Ministry of National Education] (2018). Science course curriculum (Primary and secondary 3, 4, 5, 6, 7, & 8. Grades). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • MoNE [Turkey Ministry of National Education] (2006, May 5). Özel eğitim hizmetleri yönetmeliği [Special education services regulation] [Press release]. http://orgm.meb.gov.tr/alt_sayfalar/mevzuat/Ozel_Egitim_Hizmetleri_Yonetmeligi_son.pdf
  • *Moin, L. J., Magiera K. & Zigmond, N. (2009). Instructional activities and group work in the US ınclusive high school co-taught science class. International Journal of Science and Mathematics Education 7, 677–697.
  • *Morales, M. (2011). An exploration of equitable science teaching practices for students with learning disabilities [Unpublished doctoral dissertation]. The Florida State University.
  • *Mutch‐Jones, K., Puttick, G., & Minner, D. (2012). Lesson study for accessible science: Building expertise to improve practice in inclusive science classrooms. Journal of Research in Science Teaching, 49(8), 1012-1034.
  • National Joint Committee on Learning Disabilities [NJCLD]. (2000). Professional development for teachers. Learning Disability Quarterly, 23, 2-6.
  • National Science Education Standards [NRC]. (1996). National academy of sciences. National Academy Press.
  • *Pehlevan, M. (2020). Preparation, implementation and evoluation of a science experiments guidebook prepared for fourth grade mainstreamed students with learning disabilities [Unpublished master’s thesis]. Trabzon University.
  • Rizzo, K. L., & Taylor, J. C. (2016). Effects of inquiry-based instruction on science achievement for students with disabilities: An analysis of the literature. Journal of Science Education for Students with Disabilities, 19(1), 2.
  • *Seifert, K., & Espin, C. (2012). Improving reading of science text for secondary students with learning disabilities: Effects of text reading, vocabulary learning, and combined approaches to instruction. Learning Disability Quarterly, 35(4), 236-247. https://doi.org/10.1177/0731948712444275
  • Shin, M., & Bryant, D. P. (2015). A synthesis of mathematical and cognitive performances of students with mathematics learning disabilities. Journal of learning disabilities, 48(1), 96-112.
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A Thematic Review of Studies on Specific Learning Disabilities in Science Education

Year 2023, Volume: 10 Issue: 2, 124 - 141, 30.03.2023
https://doi.org/10.17275/per.23.32.10.2

Abstract

As part of science education/science courses, students with special needs can develop their skills such as observing the events occurring in nature, making predictions and inferences. Given the characteristics of students with specific learning disabilities, it is crucial to reveal the developments of specific learning disabilities in science education to see the overall effect(s) of the teaching methods, techniques and others. The current study aims to thematically review the studies on specific learning disabilities within the scope of science education from the year 2009 to 2021. Considering the 2009-2021 date range and the criteria for specific learning disabilities in science education, a total of 43 studies were obtained from the relevant databases. The Thematic Content Analysis method was preferred. The studies were examined by considering the parameters of "distribution by years, aim, method, sample group, data collection tools, results, and recommendation". The results indicate that a limited number of studies were conducted on specific learning disabilities in science education and the researchers generally focused on elementary school students’ academic achievement and conceptual understanding levels employing quantitative methods. The results of the present study suggest carrying out studies in which in-depth analysis may be done selecting different sample groups (such as pre-service science teachers) for specific learning disabilities in science education and these may be conducted on the social and behavioral difficulties (loneliness, isolation and alike.) faced by students with specific learning disabilities in science education.

References

  • Adıgüzel, T., Şimşir, F., Çubukluöz, Ö., & Özdemir, B. G. (2018). Master's theses and doctoral dissertations on misconceptions in mathematics and science education in Turkey: A thematic analysis. Journal of Bayburt Education Faculty 13(25), 57-92.
  • Apanasionok, M. M., Hastings, R. P., Grindle, C. F., Watkins, R. C., & Paris, A. (2019). Teaching science skills and knowledge to students with developmental disabilities: A systematic review. Journal of Research in Science Teaching, 56(7), 847-880.
  • *Aracı, N. (2019). The impact of a mnemonic strategy, the keyword strategy, on learning elementary science concepts of students with specific learning disabilities [Unpublished master’s thesis]. Bolu İzzet Baysal University.
  • Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267.
  • *Aydeniz, M., Cihak, D. F., Graham, S. C., & Retinger, L. (2012). Using inquiry-based instruction for teaching science to students with learning disabilities. International Journal of Special Education, 27(2), 189-206.
  • Bağ, H., & Çalık, M. (2017). A thematic review of science education studies on 4th grade. Elementary Education Online, 2018; 17(3), 1353-1377.
  • *Barabasz, K. M. (2018). Supporting students with learning disabilities in ınclusive middle school science classrooms [Unpublished doctoral dissertation]. University of Illinois at Chicago.
  • *Belland, B. R., Glazewski, K. D., & Ertmer, P. A. (2009). Inclusion and problem-based learning: Roles of students in a mixed-ability group. RMLE Online, 32(9), 1-19.
  • *Benedek-Wood, E., Mason, L. H., Wood, P. H., Hoffman, K. E., & McGuire, A. (2014). An experimental examination of quick writing in the middle school science classroom. Learning Disabilities: A Contemporary Journal, 12(1), 69-92.
  • *Biçer, A. (2019). The effect of stem approach based electrical circuit elements teaching on the academic achievement of 5th grade students with specific learning disabilities [Unpublished master’s thesis]. Aksaray University.
  • *Botsas, G. (2017). Differences in strategy use in the reading comprehension of narrative and science texts among students with and without learning disabilities. Learning Disabilities: A Contemporary Journal, 15(1), 139-162.
  • *Boyle, J. R., Rosen, S. M., & Forchelli, G. (2016). Exploring metacognitive strategy use during note-taking for students with learning disabilities. Education 3-13, 44(2), 161-180. https://doi.org/10.1080/03004279.2014.929722
  • *Boyle, J. R. (2010a). Note-taking skills of middle school students with and without learning disabilities. Journal of Learning Disabilities, 43(6), 530-540. https://doi.org/10.1177/0022219410371679
  • *Boyle, J. R. (2010b). Strategic note taking for middle-school students with learning disabilities in science classes. Learning Disability Quarterly, 33, 93-109. https://doi.org/10.1177/073194871003300203
  • *Boyle, J. R. (2011). Strategic note-taking for inclusive middle school science classrooms. Remedial and Special Education, 34(2), 78-90. http://doi.org/ 10.1177/0741932511410862
  • *Bulgren, J. A., Ellis, J. D., & Marquis, J. G. (2014). The use and effectiveness of an argumentation and evaluation intervention in science classes. Journal of Science Education and Technology, 23(1), 82-97. https://doi.org/10.1007/s10956-013-9452-x
  • Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & education, 59(2), 661-686.
  • Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: facts, trends and emerging issues. National Center for Learning Disabilities.
  • Çakıroğlu, O., & Melekoğlu, M. A. (2014). Statistical trends and developments within inclusive education in Turkey. International Journal of Inclusive Education, 18(8), 798-808.
  • Çalık, M., & Sözbilir, M. (2014). Parameters of content analysis. Education and Science, 39(174), 33-38.
  • *Dilber, Y. (2017). Examination of the instructional process carried out by the science teachers with mainstreaming students diagnosed learning disabilities [Unpublished master’s thesis]. Karadeniz Teknik University.
  • Doğru, M., Gençosman, T., Ataalkın, A.N., & Şeker, F. (2012). Analysis of master's and doctoral theses studied in science education. Turkish Science Education, 9(1), 49-64.
  • *Emir M., İ. (2019). Evaluating a science experiments guidebook prepared for mainstreamed students with learning disabilities: “physical events” sample [Unpublished master’s thesis]. Trabzon University.
  • *Er Nas, S., İpek Akbulut, H., Çalik, M., & Emir, M. İ. (2021). Facilitating conceptual growth of the mainstreamed students with learning disabilities via a science experimental guidebook: A case of physical events. International Journal of Science and Mathematics Education, 1-23.
  • *Er-Nas, S., Gülay, A., Pehlevan, M., & Delimehmet-Dada Ş. (2018). Investigation of the science and nature activities instructional process carried out by special education teachers. Journal of Kazım Karabekir Education Faculty, 36, 60-77.
  • *Er-Nas, S., Şenel-Çoruhlu, T., Çalık, M., Ergül, C., & Gülay, A. (2019). Investigating the effectiveness of the science experiments guidebook for students with learning disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education, 20(3), 501-534.
  • Flogie, A., Aberšek, B., Aberšek, M. K., Lanyi, C. S., & Pesek, I. (2020). Development and evaluation of intelligent serious games for children with learning difficulties: observational study. JMIR Serious Games, 8(2), e13190.
  • *Gebbels, S., Evans, S. M., & Murphy, L. A. (2010). Making science special for pupils with learning difficulties. British Journal of Special Education, 37(3), 139-147.
  • *Gokool-Baurhoo, N., & Asghar, A. (2018). “I can't tell you what the learning difficulty is”: Barriers experienced by college science instructors in teaching and supporting students with learning disabilities. Teaching and Teacher Education, 79, 17-27.
  • *Gomes C. V. (2014). Sounding out science: Incorporating audio technology to assist students with learning differences in science education [Unpublished doctoral dissertation]. Columbia University.
  • *Grigg, G. S. (2009). An analysis of science conceptual knowledge in journals of students with disabilities and normally achieving students [Unpublished doctoral dissertation]. State University of New York.
  • Güngörmüş Özkardeş, O. (2013). Descriptive analysis of studies on special learning disability in Turkey. Bogazici University Journal of Education, 30(2), 123-153.
  • Hogan A., McLellan L., & Bauman, A. (2000). Health promotion needs of young people with disabilities-a population study. Disability and Rehabilitation, 22(8), 352-357.
  • *Israel, M., Wang, S., & Marino, M. T. (2016). A multilevel analysis of diverse learners playing life science video games: Interactions between game content, learning disability status, reading proficiency and gender. Journal of Research in Science Teaching, 53(2), 324–345. https://doi.org/10.1002/tea.21273
  • *İlik, Ş. Ş. (2009). Evaluation of the effectiveness of direct teaching method in teaching concepts relating to science and technology for students with mild learning difficulties [Unpublished master’s thesis]. Selçuk University.
  • Juodaitytė, A., & Kazlauskienė, A. (2008). Research methods applied in doctoral dissertations in education science (1995-2005): Theoretical and empirical analysis. Vocational Education: Research& Reality, 15, 36-45.
  • Karaer, G., & Melekoğlu, M. A. (2019). Review of studies on teaching science to students with specific learning disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education, 21 (4), 1-31.
  • *Kim, W., & Linan-Thompson, S. (2013). The effects of self-regulation on science vocabulary acquisition of English language learners with learning difficulties. Remedial and Special Education, 34(4), 225-236. https://doi.org/10.1177/0741932513476956 *Koomen, M. H. (2016). Inclusive science education: learning from Wizard. Cultural Studies of Science Education, 11(2), 293-325.
  • *Kostewicz, D. E., & Kubina Jr, R. M. (2011). Building science reading fluency for students with disabilities with repeated reading to a fluency criterion. Learning disabilities: A multidisciplinary journal, 17(3), 89-104.
  • Kuruyer, H. G., & Çakıroğlu, A. (2017). Primary school teachers’ opinions and practices in educational evaluation and intervention in process of specific learning difficulties. Electronic Turkish Studies, 12(28), 539-555.
  • *Marino, M. T., Black, A. C., Hayes, M. T., & Beecher, C. C. (2010). An analysis of factors that affect struggling readers’ achievement during a technology-enhanced stem astronomy curriculum. Journal of Special Education Technology, 25(3), 35-42. https://doi.org/10.1177/016264341002500305
  • *Marino, M. T., Gotch, C. M., Israel, M., Vasquez, E., Basham, J. D., & Becht, K. (2014). UDL in the middle school science classroom: Can video games and alternative text heighten engagement and learning for students with learning disabilities? Learning Disability Quarterly, 37(2) 87-99. https://doi.org/10.1177/0731948713503963
  • Martin, S. (2018, Mar 10–13). Invited presentation for the ethics and equity committee sponsored symposium entitled, Re-centering science education for all. [Conference presentation]. The National Association for Research in Science Teaching (NARST), Atlanta.
  • *McCrea Simpkins, P., Mastropieri, M. A., & Scruggs, T. E. (2009). Differentiated curriculum enhancements in inclusive fifth-grade science classes. Remedial and Special Education, 30(5), 300-308. https://doi.org/10.1177/0741932508321011
  • McDermott, R. (2001). The acquisition of a child by a learning disability. Understanding Learning: Influences and Outcomes, 2, 60-70.
  • *McGrath, A. L., & Hughes, M. T. (2018). Students with learning disabilities in inquiry-based science classrooms: A cross-case analysis. Learning Disability Quarterly, 41(3), 131-143. https://doi.org/10.1177/0731948717736007
  • MoNE [Turkey Ministry of National Education] (2018). Science course curriculum (Primary and secondary 3, 4, 5, 6, 7, & 8. Grades). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • MoNE [Turkey Ministry of National Education] (2006, May 5). Özel eğitim hizmetleri yönetmeliği [Special education services regulation] [Press release]. http://orgm.meb.gov.tr/alt_sayfalar/mevzuat/Ozel_Egitim_Hizmetleri_Yonetmeligi_son.pdf
  • *Moin, L. J., Magiera K. & Zigmond, N. (2009). Instructional activities and group work in the US ınclusive high school co-taught science class. International Journal of Science and Mathematics Education 7, 677–697.
  • *Morales, M. (2011). An exploration of equitable science teaching practices for students with learning disabilities [Unpublished doctoral dissertation]. The Florida State University.
  • *Mutch‐Jones, K., Puttick, G., & Minner, D. (2012). Lesson study for accessible science: Building expertise to improve practice in inclusive science classrooms. Journal of Research in Science Teaching, 49(8), 1012-1034.
  • National Joint Committee on Learning Disabilities [NJCLD]. (2000). Professional development for teachers. Learning Disability Quarterly, 23, 2-6.
  • National Science Education Standards [NRC]. (1996). National academy of sciences. National Academy Press.
  • *Pehlevan, M. (2020). Preparation, implementation and evoluation of a science experiments guidebook prepared for fourth grade mainstreamed students with learning disabilities [Unpublished master’s thesis]. Trabzon University.
  • Rizzo, K. L., & Taylor, J. C. (2016). Effects of inquiry-based instruction on science achievement for students with disabilities: An analysis of the literature. Journal of Science Education for Students with Disabilities, 19(1), 2.
  • *Seifert, K., & Espin, C. (2012). Improving reading of science text for secondary students with learning disabilities: Effects of text reading, vocabulary learning, and combined approaches to instruction. Learning Disability Quarterly, 35(4), 236-247. https://doi.org/10.1177/0731948712444275
  • Shin, M., & Bryant, D. P. (2015). A synthesis of mathematical and cognitive performances of students with mathematics learning disabilities. Journal of learning disabilities, 48(1), 96-112.
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There are 71 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Havva Yaman 0000-0003-2952-2075

Publication Date March 30, 2023
Acceptance Date February 1, 2023
Published in Issue Year 2023 Volume: 10 Issue: 2

Cite

APA Yaman, H. (2023). A Thematic Review of Studies on Specific Learning Disabilities in Science Education. Participatory Educational Research, 10(2), 124-141. https://doi.org/10.17275/per.23.32.10.2