ABSTRACT
The purpose of this chapter is to summarize research examining science teacher education in relationship to students with special needs using a social model of disability that highlights research related to specific disabilities, as appropriate. The chapter is organized around constructs that seemed to resonate with those that we identified through international teacher education standards: content knowledge, content pedagogy, inclusive and safe learning environments, impact on student learning, and science teachers with disabilities. The chapter concludes with recommendations for professional learning of educators pertaining to students with disabilities and identifies urgent areas of needed research in science teachers’ application of inclusive practices and principles.
