The present research examines how science teachers choose and implement instructional objectives for their students with special needs within the broader practice of inclusive education. Developing our work in science education from the lens of policy and frameworks that exist right now in education (which is partly a goal for all educators to make scientific knowledge accessible), we are addressing all of the pedagogical and structural barriers that exist for students with disabilities, so they also have equitable access to participation in science education. The methodology used was qualitative field-based research based on interviews with 59 science teachers from across Turkey. The results indicate that teachers largely referenced formal sources such as guidelines from the Ministry of Education, RAM reports (Counseling and Research Centers), and IEPs (Individualized Education Plans), when selecting appropriate learning objectives. Regarding the pedagogical practices, the participants reported relying mainly on physical learning materials, multisensory approaches, technology or more eco-friendly equipment and/or tools, as well as modified worksheets or educational materials. Consequently, our research concludes by highlighting the need for formal professional development on a longer-term basis in addition to institutional support towards more inclusive and effective practices related to science education. Article visualizations
