Eurasia Journal of Mathematics, Science and Technology Education

• Adu-Boateng, S., & Goodnough, K. (2022). Examining a science teacher’s instructional practices in the adoption of inclusive pedagogy: A qualitative case study. Journal of Science Teacher Education, 33(3), 303-325. https://doi.org/10.1080/1046560X.2021.1915605
• Agrawal, J., Barrio, B. L., Kressler, B., Hsiao, Y. J., & Shankland, R. K. (2019). International policies, identification, and services for students with learning disabilities: An exploration across 10 countries. Learning Disabilities, 17(1), 95-114.
• Alber-Morgan, S. R., Sawyer, M. R., & Miller, H. L. (2015). Teaching science to young children with special needs. In K. Cabe Trundle, & M. Sackes (Eds.), Research in early childhood science education (pp. 299-324). Springer. https://doi.org/10.1007/978-94-017-9505-0_14
• 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. https://doi.org/10.1002/tea.21531
• Apanasionok, M. M., Neil, J., Watkins, R. C., Grindle, C. F., & Hastings, R. P. (2020). Teaching science to students with developmental disabilities using the early science curriculum. Support for Learning, 35(4), 493-505. https://doi.org/10.1111/1467-9604.12329
• Bancroft, J. (2002). A methodology for developing science teaching materials for pupils with learning difficulties. Support for Learning, 17(4), 168-175. https://doi.org/10.1111/1467-9604.00260
• Carnahan, C. R., Williamson, P., Birri, N., Swoboda, C., & Snyder, K. K. (2016). Increasing comprehension of expository science text for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 31(3), 208-220. https://doi.org/10.1177/1088357615610539
• Chang, C. Y., & Hwang, G. J. (2018). Trends of mobile technology-enhanced medical education: A review of journal publications from 1998 to 2016. International Journal of Mobile Learning and Organization, 12(4), 373-393. https://doi.org/10.1504/IJMLO.2018.095153
• Courtade, G. R., Spooner, F., & Browder, D. M. (2007). Review of studies with students with significant cognitive disabilities which link to science standards. Research and Practice for Persons with Severe Disabilities, 32(1), 43-49. https://doi.org/10.2511/rpsd.32.1.43
• Cumhur, M., Masalimova, A. R., Rostovtseva, P. P., Shindryaev, N. N., & Kryukova, N. I. (2021). Content analysis of studies conducted on stem education from 2010 to 2020: Perspective of emerging technologies in learning. International Journal of Emerging Technologies in Learning, 16(19), 139-151. https://doi.org/10.3991/ijet.v16i19.26053
• Erickson, J., & Davis, C. A. (2015). Providing appropriate individualized instruction and access to the general education curriculum for learners with low-incidence disabilities. In C. Forlin, & E. A. West (Eds.), International perspectives on inclusive education (pp. 137-158). https://doi.org/10.1108/S1479-363620140000005007
• Garwood, J. D., Werts, M. G., Mason, L. H., Harris, B., Austin, M. B., Ciullo, S., Magner, K., Koppenhaver, D. A., & Shin, M. (2019). Improving persuasive science writing for secondary students with emotional and behavioral disorders educated in residential treatment facilities. Behavioral Disorders, 44(4), 227-240. https://doi.org/10.1177/0198742918809341
• Gavronskaya, Y., Larchenkova, L., Kurilova, A., & Gorozhanina, E. (2021). Virtual lab model for making online courses more inclusive for students with special educational needs. International Journal of Emerging Technologies in Learning, 16(2), 79-94. https://doi.org/10.3991/ijet.v16i02.18755
• Gilmour, A. F., Fuchs, D., & Wehby, J. H. (2019). Are students with disabilities accessing the curriculum? A meta-analysis of the reading achievement gap between students with and without disabilities. Exceptional Children, 85(3), 329-346. https://doi.org/10.1177/0014402918795830
• Humm, C., & Schrögel, P. (2020). Science for all? Practical recommendations on reaching underserved audiences. Frontiers in Communication. https://doi.org/10.3389/fcomm.2020.00042
• Hyytinen, H., Toom, A., & Shavelson, R. J. (2019). Enhancing scientific thinking through the development of critical thinking in higher education. In M. Murtonen, & K. Balloo (Eds.), Redefining scientific thinking for higher education (pp. 59-78). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-24215-2_3
• Jurowski, K. (2015). Comprehensive review of mnemonic devices and their applications: State of the art. International E-Journal of Science, Medicine & Education, 9(3), 4-9. https://doi.org/10.56026/imu.9.3.4
• Kahn, S., & Lewis, A. R. (2014). Survey on teaching science to k-12 students with disabilities: teacher preparedness and attitudes. Journal of Science Teacher Education, 25(8), 885-910. https://doi.org/10.1007/s10972-014-9406-z
• Karlsudd, P. (2020). Looking for special education in the Swedish after-school leisure program construction and testing of an analysis model. Education Sciences, 10(12), 1-13. https://doi.org/10.3390/educsci10120359
• Kim, M. S. (2017). Multimodal modeling activities with special needs students in an informal learning context: Vygotsky revisited. EURASIA Journal of Mathematics, Science and Technology Education, 13(6), 2133-2154. https://doi.org/10.12973/eurasia.2017.01218a
• King-Sears, M. E., & Johnson, T. M. (2020). Universal design for learning chemistry instruction for students with and without learning disabilities. Remedial and Special Education, 41(4), 207-218. https://doi.org/10.1177/0741932519862608
• Kizilaslan, A., Zorluoglu, S. L., & Sozbilir, M. (2021). Improve learning with hands-on classroom activities: Science instruction for students with visual impairments. European Journal of Special Needs Education, 36(3), 371-392. https://doi.org/10.1080/08856257.2020.1732110
• Knight, V. F., Collins, B., Spriggs, A. D., Sartini, E., & MacDonald, M. J. (2018). Scripted and unscripted science lessons for children with autism and intellectual disability. Journal of Autism and Developmental Disorders, 48(7), 2542-2557. https://doi.org/10.1007/s10803-018-3514-0
• Knight, V. F., Wood, C. L., Spooner, F., Browder, D. M., & O’Brien, C. P. (2015). An exploratory study using science e-texts with students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 30(2), 86-99. https://doi.org/10.1177/1088357614559214
• Knight, V. F., Wood, L., McKissick, B. R., & Kuntz, E. M. (2020). Teaching science content and practices to students with intellectual disability and autism. Remedial and Special Education, 41(6), 327-340. https://doi.org/10.1177/0741932519843998
• Koomen, M. H. (2016). Inclusive science education: Learning from Wizard. Cultural Studies of Science Education, 11(2), 293-325. https://doi.org/10.1007/s11422-015-9668-6
• Lartec, J. K., & Espique, F. P. (2012). Communication strategies of teachers educating students who are legally blind in the general education setting. Insight: Research and Practice in Visual Impairment and Blindness, 5(2), 70-82.
• Lee, J., Koo, Y., & Kim, M. H. (2016). Enhancing problem solving skills in science education with social media and an e-collaboration tool. New Educational Review, 43(1), 248-259. https://doi.org/10.15804/tner.2016.43.1.21
• Lipkin, P. H., & Okamoto, J. (2015). The individuals with disabilities education act (IDEA) for children with special educational needs. Pediatrics, 136(6), e1650-e1662. https://doi.org/10.1542/peds.2015-3409
• Magnusson, L. K., & Walton, E. (2021). Challenges arising from the special education legacy in Russia and South Africa: A cross-case analysis. Compare, 53(3), 488-505. https://doi.org/10.1080/03057925.2021.1932421
• Mallidis-Malessas, P., Iatraki, G., & Mikropoulos, T. A. (2022). Teaching physics to students with intellectual disabilities using digital learning objects. Journal of Special Education Technology, 37(4), 510-522. https://doi.org/10.1177/01626434211054441
• McKissick, B. R., Davis, L. L., Spooner, F., Fisher, L. B., & Graves, C. (2018). Using computer-assisted instruction to teach science vocabulary to students with autism spectrum disorder and intellectual disability. Rural Special Education Quarterly, 37(4), 207-218. https://doi.org/10.1177/8756870518784270
• Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
• Morningstar, M. E., Kurth, J. A., & Johnson, P. E. (2017). Examining national trends in educational placements for students with significant disabilities. Remedial and Special Education, 38(1), 3-12. https://doi.org/10.1177/0741932516678327
• Mulvey, B. K., Chiu, J. L., Ghosh, R., & Bell, R. L. (2016). Special education teachers’ nature of science instructional experiences. Journal of Research in Science Teaching, 53(4), 554-578. https://doi.org/10.1002/tea.21311
• National Science Foundation. (2017). Women, minorities, and persons with disabilities in science and engineering. NSF.
• Odom, S. L., Hall, L. J., & Steinbrenner, J. R. (2020). Implementation science research and special education. Exceptional Children, 86(2), 117-119. https://doi.org/10.1177/0014402919889888
• Ok, M. W., Hughes, J. E., & Boklage, A. (2018). Teaching and learning biology with iPads for high school students with disabilities. Journal of Educational Computing Research, 56(6), 911-939. https://doi.org/10.1177/0735633117713113
• Ozguc, C. S., & Cavkaytar, A. (2015). Science education for students with intellectual disability: A case study. Journal of Baltic Science Education, 14(6), 804-820. https://doi.org/10.33225/jbse/15.14.804
• Park, Y. (2022). Analysis of teachers’ questions in the STEAM class for students with intellectual disabilities. Journal of Curriculum and Teaching, 11(5), 205-214. https://doi.org/10.5430/jct.v11n5p205
• Parris, E., Bechem, C., & Valery, W. (2019). Inclusive education in Cameroon: Challenges and prospects. Journal of Education and Practice, 10(12), 112-118. https://doi.org/10.7176/jep/10-12-14
• Phelan, M. P. (2018). General education science and special education teachers’ experiences with inclusive middle school science classrooms [PhD dissertation, Lindenwood University].
• Rix, J., Hall, K., Nind, M., Sheehy, K., & Wearmouth, J. (2009). What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review. Support for Learning, 24(2), 86-94. https://doi.org/10.1111/j.1467-9604.2009.01404.x
• Russell, J. L., DiNapoli, J., & Murray, E. (2022). Documenting professional learning focused on implementing high-quality instructional materials in mathematics: The AIM-TRU learning cycle. International Journal of STEM Education, 9, 46. https://doi.org/10.1186/s40594-022-00362-y
• Schroeder, M. A., Stefanich, G., Davison, J., & Hibbard, M. (2001). Historical and legal foundations. In G. P. Stefanich (Ed.), Science teaching in inclusive classrooms: Theory and foundations. National Science Foundation.
• Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre-service teachers’ attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability and Society, 23(7), 773-785. https://doi.org/10.1080/09687590802469271
• Solari, E. J., Hayes, L., Demchak, A., & Wilburn, K. E. (2022). Aligning special education teacher training with reading science: Challenges and recommendations. Intervention in School and Clinic. https://doi.org/10.1177/10534512221130072
• Spektor-Levy, O., & Yifrach, M. (2019). If science teachers are positively inclined toward inclusive education, why is it so difficult? Research in Science Education, 49(3), 737-766. https://doi.org/10.1007/s11165-017-9636-0
• Spooner, F., McKissick, B. R., & Knight, V. F. (2017). Establishing the state of affairs for evidence-based practices in students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 42(1), 8-18. https://doi.org/10.1177/1540796916684896
• Starcic, A. I., & Bagon, S. (2014). ICT-supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970-2011. British Journal of Educational Technology, 45(2), 202–230. https://doi.org/10.1111/bjet.12086
• Syafaren, A., Yustina, Y., Mahadi, I., & Vebrianto, R. (2019). Increasing critical thinking skills through natural science learning based on the integration of guided inquiry with numbered heads together. Journal of Educational Sciences, 3(3), 433. https://doi.org/10.31258/jes.3.3.p.433-444
• Thornton, A., McKissick, B. R., Spooner, F., Lo, Y. Y., & Anderson, A. L. (2015). Effects of collaborative pre-teaching on science performance of high school students with specific learning disabilities. Education and Treatment of Children, 38(3), 277-304. https://doi.org/10.1353/etc.2015.0027
• Toste, J. R., & Lindström, E. R. (2022). Science of reading in special education teacher preparation. Intervention in School and Clinic. https://doi.org/10.1177/10534512221130064
• Tu, Y. F., & Hwang, G. J. (2018). The roles of sensing technologies and learning strategies in library-associated mobile learning: A review of 2007-2016 journal publications. International Journal of Mobile Learning and Organization, 12(1), 42-54. https://doi.org/10.1504/IJMLO.2018.089233
• Turan, Z., & Atila, G. (2021). Augmented reality technology in science education for students with specific learning difficulties: Its effect on students’ learning and views. Research in Science and Technological Education, 39(4), 506-524. https://doi.org/10.1080/02635143.2021.1901682
• Tymms, P., & Merrell, C. (2007). Standards and quality in English primary schools over time: The national evidence. http://image.guardian.co.uk/sys-files/Education/documents/2007/11/01/overtime.pdf
• Villanueva, I., & Di Stefano, M. (2017). Narrative inquiry on the teaching of STEM to blind high school students. Education Sciences, 7(4), 89. https://doi.org/10.3390/educsci7040089
• Villanueva, M. G., Taylor, J., Therrien, W., & Hand, B. (2012). Science education for students with special needs. Studies in Science Education, 48(2), 187-215. https://doi.org/10.1080/14703297.2012.737117
• Vosniadou, S. (2019). The development of students’ understanding of science. Frontiers in Education, 4, 1-6. https://doi.org/10.3389/feduc.2019.00032
• White, B. (2022). Effects of using hands-on materials during narrative literacy activities in the preschool [Master’s thesis, Northwestern College].
• Wright, J. C., Knight, V. F., Barton, E. E., & Edwards-Bowyer, M. (2021). Video prompting to teach robotics and coding to middle school students with autism spectrum disorder. Journal of Special Education Technology, 36(4), 187-201. https://doi.org/10.1177/0162643419890249

APA

Kryukova, N. I., Rastorgueva, N. E., Popova, E. O., Zakharova, V. L., Aytuganova, J. I., & Bikbulatova, G. I. (2023). Examining the implementations related to teaching science to students with disabilities. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), em2306. https://doi.org/10.29333/ejmste/13427

Vancouver

Kryukova NI, Rastorgueva NE, Popova EO, Zakharova VL, Aytuganova JI, Bikbulatova GI. Examining the implementations related to teaching science to students with disabilities. EURASIA J Math Sci Tech Ed. 2023;19(8):em2306. https://doi.org/10.29333/ejmste/13427

AMA

Kryukova NI, Rastorgueva NE, Popova EO, Zakharova VL, Aytuganova JI, Bikbulatova GI. Examining the implementations related to teaching science to students with disabilities. EURASIA J Math Sci Tech Ed. 2023;19(8), em2306. https://doi.org/10.29333/ejmste/13427

Chicago

Kryukova, Nina I., Natalia E. Rastorgueva, Elena O. Popova, Valeria L. Zakharova, Jhanna I. Aytuganova, and Goliya I. Bikbulatova. "Examining the implementations related to teaching science to students with disabilities". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 8 (2023): em2306. https://doi.org/10.29333/ejmste/13427

Harvard

Kryukova, N. I., Rastorgueva, N. E., Popova, E. O., Zakharova, V. L., Aytuganova, J. I., and Bikbulatova, G. I. (2023). Examining the implementations related to teaching science to students with disabilities. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), em2306. https://doi.org/10.29333/ejmste/13427

MLA

Kryukova, Nina I. et al. "Examining the implementations related to teaching science to students with disabilities". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 8, 2023, em2306. https://doi.org/10.29333/ejmste/13427