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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.