HOW TO TEACH SCIENCE TO STUDENTS IN SPECIAL EDUCATION (WITH SIGNIFICANT DISABILITIES)

You may have felt like I did when I was first told that I had to start teaching science to my students with significant cognitive disabilities...

Where am I supposed to fit that in???

And then, as you dig into the standards that feel abstract, the curriculum that's inaccessible, and the expectations that don't necessarily align with your students' needs, you probably feel even more overwhelmed.

Most science resources aren't designed for students with severe or complex disabilities. That's why so many special education teachers end up piecing things together, simplifying content as they go, or skipping science altogether.

Science can be accessible when you teach it explicitly with the right resources.

What Makes Science Work in Special Education?

We know that for our students, understanding comes from doing and not just listening. So when science instruction is effective in special education, it usually comes down to a few key shifts.

Instead of focusing on abstract explanations, we focus on observable patterns and real-world connections. We scaffold across levels so that every student can access the learning. And instead of just relying on worksheets or Bill Nye the Science Guy, we build in:

• visual supports

• hands-on experiences

• repetition with purpose

A Simple Way to Structure Your Science Lessons

One of the most helpful things you can do when teaching any subject is to use a consistent routine. This frees up cognitive load from learning the routine, allowing focus on the skill or content. In my classroom, every lesson followed the same flow.

1. Pre-teach vocabulary

2. Model the concept (I do)

3. Explore together (We do)

4. Practice independently (You do)

5. Reinforce with centers

Bringing Science to Life with Seasons

A great place to start is with something students already experience: seasons.

Don't stress about teaching the complex explanations about Earth's tilt or orbit. If your students are learning alternate standards, this isn't the expectation.

Instead, focus on what students can see and feel:

• Winter is cold

• Summer is hot

• Leaves fall in fall

• Flowers grow in spring

From there, we can build connections to bigger ideas like patterns, weather, and even how daylight changes across the year.

Want to Try It in Your Classroom?

I created a free seasons science lesson designed specifically for special education classrooms. It's part of my Essential Science curriculum and gives you a complete, ready-to-use example of how to:

• Teach science using the alternate standards

• Differentiate across multiple levels

• Incorporate hands-on and visual learning

• Keep instruction structured and manageable

Grab the free lesson here:

The Four Seasons Free Lesson

Final Thoughts

Science doesn't have to feel overwhelming or out of reach for your students. When you build the right structure and the right supports, and focus on meaningful concepts, you can create science lessons that are engaging, accessible, and standards-aligned. And in no time, you'll find time to teach science with everything else because you see how much you and your students enjoy it!