The field of science, technology, engineering, and mathematics (STEM) has been growing with the advances of the 21st century. Recently, many efforts have been made to increase diversity in the field yet, there has been little effort to increase inclusion of people with learning disabilities. The literature concerning difficulties in science and learning disabilities focuses on instructional support. Furthermore, research demonstrates that emotion is closely linked with cognition and plays a role in academic performance. In spite of this research, there is a gap in the literature examining the relationship between science anxiety, cognitive processing, and science achievement among students with learning disabilities.
This project aims to fill in the gaps in the literature pertaining to science learning for students with learning disabilities. Specifically, we aim to:
Identify specific learning disabilities that describes science learning problems
Explore the underlying deficits in cognitive processing related to science learning problems
Examine the relationship between emotional issues (e.g., science anxiety) and the influence on cognitive processes
Formulate recommendations for individuals with learning disabilities to enhance engagement and achievement in science.
Measures of cognitive processes, psychophysiological, emotions and attitudes towards science will be used to assess cognitive deficits and emotional issues and how they influence science performance for individuals with learning disabilities.