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Scott is deeply committed to expanding science learning opportunities for deaf children and the deaf community. With a background as a former K-12 student with a disability who taught high school science to students who are deaf and hard of hearing, Scott brings unique insights and perspectives to his research and scholarship on inclusion and accessibility in science and STEM education.

His dissertation describes science teachers' knowledge and skills in teaching science with deaf students to enhance accessibility and inclusivity in science and STEM learning spaces. Part of his doctoral program was to direct a 5-day residential summer STEM program tailored explicitly for deaf students aged 14-18, providing valuable out-of-school STEM learning experiences. It also serves as a platform for Scott to expand STEM education initiatives for deaf students.

Through his dedication and expertise, Scott is making significant strides toward creating more inclusive and effective science education environments for deaf individuals, ensuring they can gain a deep understanding and appreciation of science. He has presented his research at various local, national, and international conferences, covering topics such as science learning for deaf students in and out of the classroom and the preparation and professional development for their teachers to expand their ability to orchestrate meaningful science teaching and learning with their deaf students.