Inquiry-Based Science Instruction for Students with Disabilitiesby: Kathy Cabe Trundle

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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.

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Publication Date
1/1/2008

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Reviews (3)
  • on Sun Apr 10, 2011 4:51 PM

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

Susanne Hokkanen  (Orland Park, IL)
Susanne Hokkanen (Orland Park, IL)

  • on Sat Jun 21, 2014 5:22 PM

The focus of this article is for inclusion teachers to provide an inquiry based approach for all students including those with special needs. The accommodations suggested are sound and effective. From equipment modifications to the grouping of students, the author makes meaningful recommendations on how to ensure the inclusion of all students.

Margaret Stout
Margaret Stout

  • on Sun Nov 25, 2012 1:03 PM

Great Article. I really appreciated the examples Trundle gives and in particular the differentiated assessments in the first two pages.

Kelly O'Connor  (Waukegan, IL)
Kelly O'Connor (Waukegan, IL)


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