Research has shown that one of the best predictors of whether or not a person will enter postsecondary education and complete a college degree has been his or her participation in math and science courses during middle and high school. In fact, participation in these types of courses has been shown to more strongly correlate with postsecondary degree completion than high school test scores or grade point averages. It has also been reported that students who take more math and science courses typically have higher SAT scores and, four years later, higher scores on the GRE.
Inaccessible lab facilities and materials are often listed as reasons why some students with disabilities are not fully included or encouraged to pursue math and science courses. By the incorporation of technology and universal design strategies, many of these barriers can be eliminated or minimized so that students with all types of disabilities can participate and succeed in math and science classes.
For more information on the benefits of precollege math and science courses, visit
- the commentary Research-Based Programs to Close Postsecondary Education Gaps by the National Center for Education Statistics
- the National Center on Secondary Education and Transition Research to Practice Brief: Building Bridges Toward Science Careers for Youth with Disabilities
For more information on accommodating students with disabilities in science and math classes, visit the DO-IT Knowledge Base articles, What are examples of accommodations in science laboratories? and Where can I find tips on making math accessible to students with disabilities?