Preparedness gap:
✅ 75% of special educators felt “very well prepared” to teach students with LD overall
❌ Only 27% felt “very well prepared” to teach science

Barriers to science instruction for students with LD:
• Reading/math remediation often replaces science time (68%)
• Testing pressures push schools to prioritize only tested subjects (39%)
• Assemblies & special events eat into the little time left for science (18%)

Pull-out services for reading (60%) and math (53%) often overlapped with science instruction. About one-third of special educators said students with LD “sometimes” or “often” missed science altogether because of this.

General ed teachers deliver most science instruction, but feel unprepared to adapt it for students with disabilities. Special educators feel prepared to support LD overall, but not in science. The result: no group is positioned or supported to guarantee access.

Bottom line: This isn’t a teacher problem, it’s a system problem. Science for students with LD is marginalized—pushed aside by remediation, testing pressures, and scheduling conflicts. Until science is treated as a core subject, these students will keep losing meaningful chances to learn it.

New preprint from our SERA team: Science instruction for students with learning disabilities (LD) is being overlooked. We surveyed a nationally representative sample of elementary special educators. osf.io/preprints/ed...

We are alarmed by recent federal actions that threaten the integrity of education research. We join many other special education organizations, journals, and scholars, and affirming our commitment to scientific integrity.

aletheia-society.org/2025/02/24/s...

Crowdsourced data in action—this RiSE study tracks special education faculty hiring using an open, ongoing database. A model for transparency in the field.

New in RiSE: The first update in over a decade on special education faculty hiring.

With the DOE under threat, tracking these trends is more important than ever. This open-access study provides critical insights.
#SpecialEducation #HigherEdJobs #FacultyShortage #OpenScience

Actionable research is essential for teaching. Our response to the NCTM/CEC joint statement on mathematics education for students with disabilities identifies missing evidence-based practices. Read it now and stay tuned for a vision grounded in research and evidence! #SpecialEdResearch #Mathematics

👩‍🏫 Teachers face challenges like limited time and competing priorities but remain dedicated to providing science education for all students.

Science is important for all students, and so we must continue working to ensure equitable access and opportunities in STEM.

💡 Key Finding: Students with IEPs are often pulled out of science for other services, reducing access to critical STEM learning.
⏳ Students’ access to science varies widely—some receive 36 hours/year, others up to 174 hours/year.

This study is part of a comprehensive NSF-funded project with SERA research partners to understand what science education looks like for students with LD in 4th and 5th grade.

Together, we’re building a clearer picture to create equitable STEM opportunities.

New Research Alert!
We surveyed general education teachers nationwide to see how science is taught to students with LD in 4th & 5th grade.

💡 Some students get 5x more science time than others.
💡 Students with IEPs often miss science due to pullout instruction.

👉 Read more: osf.io/preprints/ed...

Hi Bluesky community! 👋

We’re excited to invite you to join the SERA Research Partner Network. Collaborate on innovative crowdsourced studies in special education—no strings attached, just meaningful opportunities to make an impact. 🌟 Learn more and sign up: bit.ly/SERAPartner