JAASEP - WINTER 2021 Page 133 of 179 Experiences of a Student with Learning Disability in Science: Supporting Students to Enhance Learning Allison L. McGrath Otterbein University Marie Tejero Hughes University of Illinois at Chicago Abstract Most students with disabilities in the United States receive science instruction in general education classrooms; however, little is known about the academic success for students with learning disabilities (LD) in these classes. This case study takes place in an inclusive science classroom that used an inquiry approach to learning science and reports on the experience from the perspective a 6 th grade student with LD. Data was collected over the course of a science unit and data sources included student and teacher interviews, observations, and student portfolio documents. Results indicated that the student acquired science content and process knowledge but struggled to demonstrate the knowledge gained. Implications for classroom practices to support students with LD include that science teachers must utilize an array of performance measures to accurately assess students’ science knowledge and utilize supports, including peer supports, in inclusive science classrooms to further engage students in science inquiry-based instruction. Keywords: special education; inclusive education; curriculum and instruction; science Experiences of a Student with Learning Disability in Science: Supporting Students to Enhance Learning Science education affects everyone; even individuals whose work in the future takes them outside the field of science (NRC, 2012). Students demonstrate an understanding of how the world works by absorbing new information and applying this knowledge to future experiences (Scruggs, Mastropieri, Berkeley, & Graetz, 2010). With the rise of educators and policymakers supporting equal education for all students and a stronger emphasis in Science, Technology, Engineering and Mathematics (STEM) (Baker, 2009), it is increasingly important to understand how to support all students, including students with learning disabilities (LD), in science classrooms. Science Education and Inquiry The Next Generation Science Standards (NGSS), stands as a guide for science curriculum, instruction, assessment, and professional development for science teaching in the United States (US) (NGSS Lead States, 2013). These standards strongly support the use of inquiry in science education, which is largely different than practices often observed in traditional US science classrooms that often include passive teaching through textbooks and lecture-based instruction.