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Teaching and assessment strategies are provided for encouraging students with learning disabilities to develop a better understanding of science concepts. Teaching science inclusive classrooms is challenging due to the need for teaching too many different learning styles, including students who have learning disabilities. Learning disabled students have many concerns including physical, emotional, and cognitive. These disabilities cause the need to teach concepts differently primarily through the use of direct, explicit instruction and tailored evaluation.

Teaching and assessment strategies are provided for encouraging students with learning disabilities to develop a better understanding of science concepts.

Strategies are provided for integrating ESL learning techniques in science lesson plans, scientific inquiry processes, and science vocabulary.

A multidimensional approach to supporting students' learning related to science vocabulary is shown using graphic organizers, differentiated instruction, and more.

Flipping a classroom is not a teaching technique, it is more in line with a philosophy or way of teaching. It involves using technology as a tool, not the main focus, for helping students increase their understanding of science or math concepts.

In contrast to the digital footprint you use for your personal learning network, this focus is on the online digital footprint students' use in your science or math classroom. The power of a well designed digital footprint brings the capacity to transform a classroom into an online learning community. Within this community your students use digital tools to create and develop a personal learning network.

Math activities proven successful with learning disabled students are presented, along with a description of factors that influence struggling special needs students.