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Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Intellectual Disability01:29

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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Related Experiment Video

Updated: Apr 10, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
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Virtual Scaffolded Instruction for Students with Disabilities.

Cassandra M Smith1, Rachel L Juergensen1

  • 1Department of Special Education, University of Missouri Columbia, Columbia, MO, USA.

Journal of Special Education Technology : a Publication of Utah State University, the Association for Special Education Technology, and the Technology and Media Division of the Council for Exceptional Children
|April 9, 2026
PubMed
Summary
This summary is machine-generated.

Teachers can adapt scaffolding, a high-leverage practice, to support students with disabilities in virtual science classrooms. This article explores transforming face-to-face scaffolding strategies for online learning environments.

Keywords:
scaffoldingstudents with disabilitiesvirtual

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Area of Science:

  • Education
  • Special Education
  • Virtual Learning

Background:

  • The COVID-19 pandemic necessitated a rapid shift to virtual learning, exacerbating existing challenges for educators.
  • Virtual learning presents unique obstacles for students with disabilities, requiring tailored instructional approaches.
  • Scaffolding is identified as a crucial high-leverage practice for supporting these students.

Purpose of the Study:

  • To explore the adaptation of scaffolding strategies from face-to-face to virtual learning environments.
  • To provide practical examples of scaffolded instruction for science classrooms in a virtual setting.
  • To support reading comprehension, a critical component of science learning, through scaffolding.

Main Methods:

  • The study focuses on transforming established scaffolding techniques for virtual contexts.
  • Vignettes from a science classroom illustrate teachers planning scaffolded instruction.
  • The approach emphasizes leveraging existing knowledge of scaffolding for students with disabilities.

Main Results:

  • The article demonstrates how scaffolding can be effectively implemented in virtual science education.
  • It highlights the importance of explicit instruction and assistive technology in virtual learning for students with disabilities.
  • Teachers can adapt high-leverage practices to meet the needs of diverse learners online.

Conclusions:

  • Scaffolding is a viable and effective strategy for supporting students with disabilities in virtual learning environments.
  • Adapting face-to-face scaffolding techniques is essential for successful virtual instruction.
  • This research provides a framework for educators to plan and implement scaffolded virtual science lessons.