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Rizzo, Karen L.; Taylor, Jonte C. – Journal of Science Education for Students with Disabilities, 2016
In comparison to the past, more students with disabilities are being included in the general education classroom for science instruction. Though inquiry-based instruction has not shown to be an effective practice for students with disabilities, it is vastly becoming the dominant practice in science education. The purpose of this review is to…
Descriptors: Active Learning, Inquiry, Science Achievement, Disabilities
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Taylor, Jonte C.; Therrien, William J.; Kaldenberg, Erica; Watt, Sarah; Chanlen, Niphon; Hand, Brian – Journal of Science Education for Students with Disabilities, 2012
Poor science achievement has been an educational issue for a number of years. Students with disabilities have traditionally fared worse. Research suggests that students with disabilities may respond better to instruction using an inquiry-based approach vs. traditional textbook instruction when measuring science achievement on standardized…
Descriptors: Science Instruction, Disabilities, Inquiry, Teaching Methods