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Inquiry-Based Science Instruction for Students with Disabilities


By: Kathy Cabe Trundle
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Details

Type of Product:Book Chapter
Average Rating:
 based on 2 reviews
Publication Title:Science as Inquiry in the Secondary Setting
Publication Date:1/1/2008
Pages:7
Grade Level:Middle School, High School
See Also:View the full version of this book
View the downloadable PDF version of this book


Description

Students with disabilities often are struggling readers who cannot successfully access and use print information. As a result, they usually experience difficulties with traditional science instruction, which typically relies on textbooks and other printed materials for instruction and assessment. Unfortunately, these difficulties can translate into a lack of performance in science class, as well as a lost opportunity to wonder about the natural world. Moving away from a reliance on reading to inquiry instruction affords students with disabilities an opportunity to access and think about the phenomena they encounter each day.


Ideas For Use

"Universal design" is one possible set of strategies that can be used to accommodate students with disabilities, and that often entails only modest revisions to instructional and assessment formats but can greatly enhance participation and, thereby, performance, in science class. By providing these learning opportunities to students with disabilities, a clear message is sent that all students can and should participate in science and all students will learn science.

Additional Info

Intended User Role:Curriculum Supervisor, High-School Educator, Middle-Level Educator, Teacher
Educational Issues:Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Equity, Inclusion, Inquiry learning, Instructional materials, Interdisciplinary, Integrating technology, Learning disabilities, Professional development, Science safety, Teacher preparation, Teaching strategies

Technical

Resource Format:application/pdf
Size:322 KB
Requirements:Requires Adobe Acrobat Reader


National Standards Correlation

This resource has 8 correlations with the National Standards.  
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This resource has 8 correlations with the National Standards.  
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  • Process Standards for Professional Development
    • Research-Based
      • Connect and integrate all pertinent aspects of science and science education. (NSES)
    • Design
      • Uses learning strategies appropriate to the intended goal. (NSDC)
    • Learning
      • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
  • Teaching Standards
    • Teachers of science plan an inquiry-based science program for their students.
      • Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
      • Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
    • Teachers of science guide and facilitate learning. In doing this, teachers
      • Recognize and respond to student diversity and encourage all students to participate fully in science learning.
    • Teachers provide students with the time, space, and resources needed to learn science.
      • Make the available science tools, materials, media, and technological resources accessible to students.
    • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
      • Display and demand respect for the diverse ideas, skills, and experiences of all students.


Customer Reviews
Useful and Informative
  Reviewed by: Kelly O'Connor (Waukegan, IL) on November 25, 2012
  Great Article. I really appreciated the examples Trundle gives and in particular the differentiated assessments in the first two pages.

Inquiry in the Inclusion Classroom
  Reviewed by: Susanne Hokkanen (Orland Park, IL) on April 10, 2011
  I own this book. It was given to me as part of a science teacher professional development program sponsored through the University of Illinois at Champaign/Urbana. The book chapter begins by providing information on the research that supports the use of inquiry for students with disabilities. The author reminds us that students with disabilities often have a more difficult time with the specific science language requirements for success in a typical lecture/textbook classroom. The article also provides general guidelines on how to create and use an inquiry format in the inclusion classroom. The general guidelines listed in the book chapter serve as a great reminder as to how to differentiate and improve science instruction for the general classroom. However, if you are looking for specific lesson plan ideas related to inquiry and students with disabilities – this book chapter does not offer those. This chapter serves as a great beginning point on how to prepare classroom sc

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