Mediating Primary Source Documents for Students With and Without Disabilities.

This study investigates how a high school U.S. history teacher uses primary source documents to support learning among students with and without high-incidence disabilities, primarily ADHD, in an inclusive, all-male private school setting. Through qualitative methods including interviews, observations, and student work analysis, three key themes emerged: strategies for access (e.g., guided questions, annotation, and organization), engagement (active reading, discussion, and writing), and independence (gradual release of responsibility). Both groups of students preferred primary sources over textbooks for their authenticity but acknowledged challenges in comprehension due to complex language and bias, which were mitigated by teacher scaffolding and student strategies like rereading and quoting sources. The findings underscore the effectiveness of Universal Design for Learning (UDL) principles and explicit literacy instruction in fostering historical inquiry and comprehension for diverse learners in secondary history classrooms.