Using Technology to Make Science More Accessible for Students With Disabilities

The Language Of Science: Vocabulary As A Barrier For Success

In the science classroom, students are expected to participate in investigations that require them to not only engage in and learn through conversations with their peers concerning questions, findings, and conclusions, but also have the necessary background information to participate effectively (Windschitl et al., 2018). To engage fully in conversations and develop comprehension of the underlying concepts taught in science, it is necessary to have familiarity and understanding of the terminology used (Cohen, 2012; Jackson & Ash, 2012; Snow, 2010). This is further supported by state standards which outline expectations that students will be able to decode the meanings of important terms and phrases used in science (Common Core State Standards, 2020). However, the large quantity of terminology used in science is characterized as being complex, specialized, and often lacking relevance to the students’ everyday lives (Harmon et al., 2005; Mason & Hedin, 2011). Some of the science terms hold alternate meanings in other disciplines or contexts (e.g., revolution, matter, front) further complicating student comprehension (Cervetti et al., 2015; Rice & Deshler, 2018).