Science can be taught to any type of learner, and it is my job as an educator to make the curriculum accessible to all learning differences.
Reading can be a particularly common challenge for some high school students. A successful way that I have addressed this diversity of reading levels and skills in my classroom is to offer modified readings assignments that achieve the same learning goals.
Consider a biology text on genetics that I have modified. This piece was adapted from a high school biology textbook as an introduction to a genetics unit. I made the layout more accessible, added stimulating visuals to attract folks who may not like to read, and I emphasized the important text, while reducing information that made the reading too dense.
I will then offer the two versions of the text, the one I modified and the original, and let the students decide which reading is best suited for them. When I do this, I find that sometimes struggling readings want the challenge of the "harder" text!
Another way I try to accommodate all learners is by offering scaffolding to folks who need the supports, while simultaneously offering more rigor to folks that need more challenge. For example, when I taught a lesson on the 10% rule of energy transfer in trophic levels, I provided an activity that required the students to calculate energy loss through a food chain. Many students were able to do the conversions and create a food chain that satisfied the challenge's parameters. For these students, I asked them to take their understanding a step further by working backwards through the food chain to show me how adding another trophic level would change the number of individuals they needed to support a quaternary level. For students who struggled with the math, I was able to offer sit in with their lab group and give more personalized explanations.