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Common Core Science Standards: Implications for Students with Learning Disabilities
Author(s) -
Scruggs Thomas E.,
Brigham Frederick J.,
Mastropieri Margo A.
Publication year - 2013
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12002
Subject(s) - learning disability , academic standards , learning standards , learning sciences , mathematics education , next generation science standards , psychology , science education , subject (documents) , discipline , science learning , common core , core (optical fiber) , pedagogy , higher education , computer science , experiential learning , curriculum , sociology , developmental psychology , political science , telecommunications , law , social science , library science
The Common Core Science Standards represent a new effort to increase science learning for all students. These standards include a focus on English and language arts aspects of science learning, and three dimensions of science standards, including practices of science, crosscutting concepts of science, and disciplinary core ideas in the various subject areas. Many of these issues bring important implications for students with learning disabilities, which we discuss in turn. With appropriate supports and applications, students with learning disabilities can potentially benefit greatly from these new standards. However, the demands of these standards may require a higher level of support than those commonly available for many students with learning disabilities.