Keefe, E.B., Moore, V.M., & Duff, F.R.  (2006).  Listening to the experts:  students with disabilities speak out.   Baltimore: Paul H. Brookes Publishing.    

Journal of Elementary Science Education

Bianchini, J., Whitney, D., Breton, J., & Brown, B. (2002).  Toward inclusive science education: University scientists’ views of students, instructional practices, and the nature of science.  Science Education, 86(1), 42-78.

Houtz, L.E., & Watson, S.M.R. (2001).  Collaboration in teacher education to improve instruction of science for students with special needs. Journal of Elementary Science Education, 13(1), 21-30.

Lennon, P.A., & Melear, C.T. (1994).  Matching and mismatching preservice teachers’ learning styles:  Keys to educating for individual differences. Journal of Elementary Science Education, 6(2), 31-51.

Madsen, A.J., & Olson, J.K. (2005).  Student teachers’ use of learning theories to diagnose children’s learning difficulties. Journal of Elementary Science Education, 17(1), 55-68.

O’Brien, G., & Peters, J. (1994).  Effect of four instructional strategies on integrated science process skill achievement of preservice elementary teachers having different cognitive development levels. Journal of Elementary Science Education, 6(1), 30-45.

Stefanich, G.P. (1992).  Reflections on elementary school science. Journal of Elementary Science Education, 4(2), 13-22.

Welton, E.N., Smith, W.S., Owens, K.D., & Adrian, M.G. (2000).  Hands-on science as a motivator for children with emotional/behavioral disabilities. Journal of Elementary Science Education, 12(2), 33-38

The Journal of Science Teacher Education

Caseau, D., & Norman, K. (1997).  Special education teachers use science-technology-society (STS) themes to teach science to students with learning disabilities. Journal of Science Teacher Education, 8(1), 55-68.

Finson, K.D., Ormsbee, C.K., Jensen, M, & Powers, D.T. (1997).  Science in the mainstream:  Retooling science activities. Journal of Science Teacher Education, 8(3), 219-232.

Ledbetter, C.E. (1989).  “At risk” students and prospective student teachers:  Results of the first year. Journal of Science Teacher Education, 1(2), 34-35.

Stefanich, G. (1994).  Science educators as active collaborators in meeting the educational needs of students with disabilities. Journal of Science Teacher Education, 5(2), 56-65.

Weinburgh, M.  (1995).  Preparing gender inclusive science teachers:  Suggestions from the literature. Journal of Science Teacher Education, 6(2), 102-107.

Research in Exceptionalities Around Science Found in Other Journals

Bakken, J. P., Mastropieri, M.  & Scruggs, T. (1997). Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies. Journal of Special Education, 31 (3), 300-324.

Cawley, J. F., Foley, T., & Miller, J.  (2003).  Science and students with mild disabilities: principles of universal design.  Intervention in School and Clinic, 38 (3), 160-171.

Darch, C., & Carnine, D.  (1986).  Teaching content area material to learning disabled students.  Exceptional Children, 53 (3), 240-246.

Mastropieri, M.A., & Scruggs, T.E (1992). Science for students with disabilities. Review of Educational Research, 62 (4), 377-411.

Mastropieri, M.A., & Scruggs, T.E.  (1995).  Teaching science to students with   disabilities in general education settings.  Teaching Exceptional Children, 27 (4), 10-15.

Mastropieri, M.A., Scruggs, T.E., Bakken, J., & Whedon, C.  (1996).  Reading comprehension: a synthesis of research in learning disabilities.  Advances in Learning and Behavioral Disabilities, 10 (B), 201-227.

Mastropieri, M.A., Scruggs, T.E., & Butcher, K.  (1997).  How effective is inquiry learning for students with mild disabilities?  Journal of Special Education, 31 (2), 199-211.

Mastropieri, M.A., Scruggs, T.E., Hamilton, S. L., Wolfe, S., Whedon, C., & Canevaro, A. (1996). Promoting thinking skills of students with disabilities: effects on recall  and comprehension of expository prose. Exceptionally, 6 (19), 1-11.

Mastropieri, M., Scruggs, T., McLoone, B., & Levin, J.  (1985).  Facilitating learning disabled students' acquisition of science classifications.  Learning Disability Quarterly, 8, 299-309.

McCleery, J., & Tindal, G.  (1999).  Teaching the scientific method to at-risk students and students with learning disabilities through concept anchoring and explicit instruction.  Remedial and Special Education, 20 (1), 7-18.

Mercer, C., Jordan, L., & Miller, S.  (1994).  Implications of constructivism for teaching math to students with moderate to mild disabilities.  Journal of Special Education, 28 (3), 290-306.

Montague, M.  (1997).  Cognitive strategy instruction in mathematics for students with learning disabilities.  Journal of Learning Disabilities, 30 (2), 164-177.

Montague, M.  (1988).  Strategy instruction and mathematical problem solving.  Journal of Reading, Writing, and Learning Disabilities, International, 4, 275-290.

Montis, K. K. (2000). Language development and concept flexibility in dyscalculia: a case study. Journal for Research in Mathematics 31, 541-556.

Schur, Y., Skuy, M., Zietsman, A., & Fridjhon, P.  (2002).  A thinking journey based on constructivism and mediated learning experience as a vehicle for teaching science to low functioning students and enhancing their cognitive skills.  School Psychology International, 23 (1), 36-65.

Scruggs, T.E., & Mastropieri, M.A.  (1993).  Special education for the twenty-first century:  integrating learning strategies and thinking skills.  Journal of Learning Disabilities, 26 (6), 392-398.

Scruggs, T.E. & Mastropieri, M.A. (1994b). The construction of scientific knowledge by students with mild disabilities. The Journal of Special Education, 28 (3), 307-321.

Scruggs, T.E., & Mastropieri, M.  (1995).  Science and students with mental retardation: an analysis of curriculum features and learner characteristics. Science Education, 79 (3), 251-271.

Scruggs, T.E., Mastropieri, M.A., Bakken, J., & Brigham, F.  (1993).  Reading versus doing: the relative effects of textbook-based and inquiry-oriented approaches to science learning in special education classrooms.  The Journal of Special Education, 27 (1), 1-15.

Scruggs, T.E., Mastropieri, M.A., & Boon, R.  (1998).  Science education for students with disabilities: a review of recent research.  Studies in Science Education, 32, 21-44.

Scruggs, T.E., Mastropieri, M.A., & Sullivan, S.  (1994).  Promoting relational thinking: elaborative interrogation for students with mild disabilities. Exceptional Children, 60 (5), 450-457.

Scruggs, T.E., Mastropieri, M.A., Sullivan, S., & Hesser, L. S. (1993). Improving reasoning and recall: The differential effects of elaborative interrogation and mnemonic elaboration. Learning Disability Quarterly, 16, 233-240.

Scruggs, T.E., Mastropieri, M.A., & Wolfe, S.  (1994).  Scientific reasoning of students with mild mental retardation: investing preconceptions and conceptual change.  Exceptionality 5 (4), 223-244.